Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

Abstract In higher education institutions, there is a growing popularity of the use flipped learning (FL) pedagogy to enhance experience students. At undergraduate level, increasing evidence demonstrate potential benefits this teaching and approach. However, at level postgraduate education, limited on impact FL students’ experience. We conducted qualitative in-depth interviews focus groups involving students tutors explore their perspectives FL. Campus-based pursuing masters public health (MPH) course, School Health Related Research (ScHARR), University Sheffield, UK were sampled participate in study. Tutors generally demonstrated good knowledge understanding concept its application, although different terms describe Motivations for among identified as: decision informed by available evidence; curriculum design suited FL; knowledge/expertise acquired through participating an online short course; advise from colleagues perception how should be learning. Students’ views about suitability courses positive, with only few showing dislike method. Our study results show that place high value pedagogy, reported positive experiences encounter pedagogy. The are encouraging suggest institutions running masters’ degree courses, particularly health, could consider adopting using approach