Leah Tilden, an Emergency Medical Services Extension Coordinator at Durham Tech, served as a principal investigator on a research project on flipping EMS classrooms, which she was invited to present at the 22nd Annual National Association of EMS Educators Symposium in Washington D.C. last month.
Tilden’s poster was one of only 10 chosen nationwide to be presented and was chosen as Best Poster Presentation by the National Association of EMS Educators.
Entitled The Big Flipping Question, Tilden conducted research throughout a semester to find out if students who participate in a flipped classroom model perform better on cognitive exams than those in a traditional lecture-style model.
The flipped classroom model is based on learning the core content outside of the classroom, followed by in-class, application-level activities to reinforce the materials learned. After Tilden collected the data, she partnered with eight other EMS professionals around the country to analyze the data and construct abstracts.