No abstract

Flipped learning has become a popular blended learning approach in higher education and is now being adopted in medical schools across Australia and internationally. There are a number of principal educational justifications for the introduction of this approach, primarily, that it fosters deeper student learning through active engagement in the classroom. As a pedagogical intervention however, what do the various stakeholders think about its introduction? This paper explores reactions to implementation of a flipped learning approach to pre-clinical medical education in a regional Victorian medical course, via a mixed method approach. A range of quantitative and qualitative data was collected concerning the implementation, including a student survey, student focus groups, a staff survey for both academic and professional staff members involved in the implementation of the approach, and an independent student-driven social media questionnaire conducted in the second year post implementation survey. These data provide critical feedback for refinement of the flipped learning approach, including more robust student and faculty development and support during implementation of this pedagogy. Taken together, our results provide a unique perspective of the introduction of the flipped approach through different stakeholder lenses, and over time.

Objective: This article explores chronic disease patients' personal symbolic meanings of their diseases, as emergent from their experience of Emotional Freedom Techniques (EFT) therapy. The present study is part of a larger study that explored chronic disease patients' and EFT practitioners' experiences of using EFT to support chronic disease healthcare.Design: Eight chronic disease patients who had received EFT were interviewed for this study. Semi-structured interviews were conducted via face-to-face, or via telephone, or the online videoconferencing platform, Zoom. Interviews were transcribed verbatim and data was analysed using Interpretative Phenomenological Analysis methodology.Results: Three themes emerged, namely 'illness as an embodiment of unresolved emotional issues', 'illness as body's call for time-out and attention', and 'illness as a boundary from other people'. Conclusion:EFT offers promise as a suitable therapeutic approach to help chronic disease patients make sense of their life stories and lived experiences, and consequently, symbolic meanings of diseases. The exploration of illness symbology and meaning-making may offer therapeutic value to patients, from both an existential and a health behaviors perspective.

This article presents two super-ordinate themes which explore application of EFT for addressing emotional issues faced by chronic disease patients, and for management of physical symptoms, respectively. Chronic disease patients may benefit from a holistic biopsychosocial, patient-centered healthcare approach. EFT offers potential as a technique that may be used by health practitioners to support the psychosocial aspect of chronic disease healthcare. Implications for Rehabilitation Rehabilitation professionals should incorporate suitable psychological interventions (e.g., EFT) to improve coping and acceptance in physical chronic disease patients and alleviate their fears about the future. Rehabilitation professionals are also recommended to address in chronic disease patients, long-standing or unresolved emotional issues, including past traumas from early life, using EFT or another suitable intervention. Rehabilitation professionals should help improve patients' emotional states using EFT to enhance physical symptom management.