Medical Teacher

ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20

An innovative approach to digitally flip the

classroom by using an online “graffiti wall” with a
blog

Poh Sun Goh & John Sandars

To cite this article: Poh Sun Goh & John Sandars (2016) An innovative approach to digitally flip
the classroom by using an online “graffiti wall” with a blog, Medical Teacher, 38:8, 858-858, DOI:
10.1080/0142159X.2016.1204433

To link to this article: http://dx.doi.org/10.1080/0142159X.2016.1204433

Published online: 14 Jul 2016.

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858 LETTERS TO THE EDITOR
screening stations (rather than focus exclusively upon out-
comes of an arbitrarily chosen number). We agree that
exclusion of false positives during screening is arguably a
critical and defining feature of a successful sequential OSCE;
without being able to demonstrate this would be the case,
the trust of all stakeholders in the process would justifiably
diminish. We also acknowledge that other ways to display
outcomes following simulated modelling is possible. Before
sequential OCSEs can be widely accepted and introduced in
high stakes medical assessment, further data – perhaps
combined with that from other institutions – generating as
much data in as many different ways as possible is
warranted.
Disclosure statement
The authors report no conflicts of interest. The authors alone are
responsible for the content and writing of the article.
An innovative approach to digitally flip the classroom by using an online
‘‘graffiti wall’’ with a blog
Dear Sir
One of the major challenges of implementing the flipped
classroom for teaching is facilitating active engagement of
students in the learning process (O’Flaherty & Phillips 2015).
We responded to this challenge by combining an
embedded online ‘‘graffiti wall’’ with a blog for use before,
during and after the face to face session.
The blog, hosted on Blogger by Google, can present pre-
class reading material by embedding documents, or sharing
links to the recommended literature, and provide students
instructions on what to review, and how much to review
the reading material. Lecture slides can also be presented
by posting separate JPEG images or embedding a
Slideshare presentation with narration (Goh 2016). The
online ‘‘graffiti wall’’ which we used (Padlet) can be
embedded within the blog and allows any student to freely
write and upload documents onto an online writing space
at any time, before, during or after a particular class.
Students can comment on pre-class lecture and reading
material, ask questions and submit answers, and also upload
assignments online. Padlet has the functionality of allowing
any number of writers to post a comment or upload a
document at the same time, and the comments can be
ordered at random, placed in a grid, or organized sequen-
tially depending on the decision of the teacher who is the
administrator.
Our combined approach encourages students to actively
and publicly engage with the learning material, and also
gives visibility of the teaching and educational process to
students and their teachers. Examples of the use of this
approach for health professions education faculty
References
Currie GP, Sivasubramaniam S, Cleland J. 2015. Sequential testing in a
high stakes OSCE: determining number of screening tests. Med
Teach. [Epub ahead of print]. DOI: 10.3109/0142159X.2015.1079309.
Dr Graeme P. Currie
Chest Clinic C, Aberdeen Royal Infirmary,
Aberdeen AB25 2ZN, UK
Graeme.currie@nhs.net
Professor Jennifer Cleland
Division of Medical and Dental Education (DMDE),
University of Aberdeen, Polwarth Building,
Foresterhill, Aberdeen AB25 2ZD, UK
# 2016 Informa UK Limited, trading as Taylor & Francis Group
http://dx.doi.org/10.3109/0142159X.2016.1170785
development can be seen on the following blogs that
we have used for workshops and medical education
conferences – http://techenhlearning.blogspot.sg/ and
http://telat13apmec.blogspot.sg/.
We recommend this educational innovation of combin-
ing an online ‘‘graffiti wall’’ with an educational blog as an
effective, free and easy to use method to digitally flip the
classroom in medical education.
Disclosure statement
’The authors report no conflicts of interest. The authors alone are
responsible for the content and writing of the article.
References
Goh PS. 2016. Using a blog as an integrated eLearning tool and plat-
form. Med Teach. 38:628–629.
O’Flaherty J, Phillips C. 2015. The use of flipped classrooms in higher
education: a scoping review. Internet Higher Educ. 25:85–95.
Poh Sun Goh
Department of Diagnostic Radiology
National University of Singapore, Singapore
dnrgohps@nus.edu.sg
John Sandars
Academic Unit of Medical Education
University of Sheffield, UK
# 2016 Informa UK Limited, trading as Taylor & Francis Group
http://dx.doi.org/10.1080/0142159X.2016.1204433