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Flipping classroom

Changwan Seo, A Ra Cho, Jung Chul Park, Hakyeon Cho, Sun Kim
PURPOSE: The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model. METHODS: Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year...
2018: Journal of Educational Evaluation for Health Professions
Shadi Dehghanzadeh, Fateme Jafaraghaee
BACKGROUND: One of the most principal key aims of nursing education is to promote nursing students' and nurses' critical thinking. Therefore, nursing education needs to develop an appropriate curriculum and use effective instructional strategies for critical thinking promotion. Flipped classroom is a teaching method which substitutes individual learning for group learning in a dynamic, interactive environment where the teacher guides students to understand and use concepts. OBJECTIVES: The present study aimed to compare the effects of traditional lecture and flipped classroom on Iranian nursing students' critical thinking disposition...
September 28, 2018: Nurse Education Today
Jen-Chieh Wu, Sheng-Chu Chi, Chien-Chih Wu, Yi-No Kang
BACKGROUND: Today, flipped classroom (FC) has been widely used in medical education. However, the effectiveness of FC remains controversial. The variation may cause by different subjects or different course design. Moreover, those studies did not explain how the association among different domains of learning objective was in FCs. The purpose of this study was to explore the help of learning domains from a FC of suturing skill in year-5 medical students. DESIGN: This study determined sample size according to statistical power...
2018: PloS One
Bernadette Riley
With advances in technology and the advent of social media and social networking sites, the way medical education is taught to millennials must evolve. The "flipped classroom," which occurs when students are exposed to learning materials before their assigned face-to-face class or didactic session, can help engage all learning styles. A flipped classroom paired with simulation-based medical education (SBME) engages millennial learners to acquire the large amount of information required in osteopathic medical school...
October 1, 2018: Journal of the American Osteopathic Association
Syeda Sadia Fatima, Zehra Jamil, Faiza Alam, Kulsoom Ghias
No abstract text is available yet for this article.
September 26, 2018: Medical Education
Nan Xiao, Der Thor, Meixun Zheng, Joshua Baek, Grace Kim
The flipped classroom has been shown to have positive outcomes in learning. However, relatively little has been reported on the implementation of it in dental education. The purpose of this study was to evaluate the impact of the flipped classroom on predoctoral dental students' learning. Two consecutive classes of dental students learned the physiology of the autonomic nervous system through the nonflipped (traditional lecture) or the flipped approach. Students' learning was assessed with an identical quiz at the end of the module...
December 1, 2018: Advances in Physiology Education
Rachel Marie E Salas, Roy E Strowd, Imran Ali, Madhu Soni, Logan Schneider, Joseph Safdieh, Bradley V Vaughn, Alon Y Avidan, Jane B Jeffery, Charlene E Gamaldo
OBJECTIVE: To present (1) justification for earmarking sleep medicine education as an essential component of all medical school curricula and (2) various avenues to incorporate sleep medicine exposure into medical school curricula through (primarily) neuroscience and neurology courses. METHODS: Per consensus of a team of leading neurology and sleep medicine educators, an evidence-based rationale for including sleep medicine across a 4-year medical school curriculum is presented along with suggested content, available/vetted resources, and formats for delivering sleep medicine education at various points and through various formats...
September 25, 2018: Neurology
Jin Ho Beom, Ji Hoon Kim, Hyun Soo Chung, Su Mi Kim, Dong Ryul Ko, Junho Cho
BACKGROUND: The effects of the flipped classroom have been demonstrated in various fields of education in recent years. Training in emergency medicine is also beginning to gradually implement the flipped classroom; however, its practical effect in emergency medicine contexts is not yet clear. OBJECTIVE: The present study investigates the effects of the flipped classroom on advanced cardiopulmonary life support (ACLS) training implemented among practicum students in emergency medicine...
2018: PloS One
Corey J Spiro, Keith Baker, Daniel Saddawi-Konefka
No abstract text is available yet for this article.
September 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Payam Sajedi, Noriko Salamon, Jason Hostetter, Stellios Karnezis, Arvind Vijayasarathi
Preparing residents for the on-call experience in Radiology is one of the most important aspects of education within a training program. Traditionally, this preparation has occurred via a combination of case conferences and didactic lectures by program faculty, daily teaching at the workstation, and precall assessments. Recently, a blended curricular model referred to as the flipped classroom has generated a lot of attention within the realm of graduate medical education. We applied this technique to resident precall education in the subspecialty of Neuroradiology, and surveyed the participants about their perceptions of the course...
July 29, 2018: Current Problems in Diagnostic Radiology
Donna Guerra
No abstract text is available yet for this article.
August 20, 2018: Nurse Educator
Sara M Schaefer, Moises Dominguez, Jeremy J Moeller
The lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning...
August 2018: Seminars in Neurology
Nirvani Goolsarran, Carine E Hamo, Susan Lane, Stacey Frawley, Wei-Hsin Lu
BACKGROUND: Although the American Council of Graduate Medical Education (ACGME) mandates formal education in patient safety, there is a lack of standardized educational practice on how to conduct patient safety training. Traditionally, patient safety is taught utilizing instructional strategies that promote passive learning such as self-directed online learning modules or didactic lectures that result in suboptimal learning and satisfaction. METHODS: During the summer of 2015, 76 trainees consisting of internal medicine interns and senior-level nursing students participated in an interactive patient safety workshop that used a flipped classroom approach integrating team based learning (TBL) and interprofessional simulated application exercises...
August 8, 2018: BMC Medical Education
Heather French, Megan Gray, Maria Gillam-Krakauer, Elizabeth M Bonachea, Melissa Carbajal, Allison Payne, Margarita M Vasquez, Laura Rubinos, Alison Falck, Susan Izatt, Rita Dadiz
OBJECTIVE: To explore interest, feasibility, perceived effectiveness, and acceptability of a standardized, national physiology curriculum for neonatal-perinatal medicine (NPM) fellows using online videos for knowledge acquisition paired with flipped classrooms (FCs) for knowledge application. STUDY DESIGN: Two educational programs pairing online videos with FCs were developed and peer-reviewed. These programs were piloted at five institutions. Fellows completed surveys, and fellows and educators participated in focus groups after their FC experiences...
October 2018: Journal of Perinatology: Official Journal of the California Perinatal Association
Heather S Laird-Fick, David J Solomon, Carol J Parker, Ling Wang
Introduction: Medical students often do not value attending in-person large group sessions. It is also not clear from prior research whether attendance at large group sessions impact on performance in medical school. The goal of this study was to assess the relationship between voluntary attendance in large group sessions organized as a "flipped classroom" in a new innovative curriculum and students' mastery of clinical applications of basic science knowledge. Methodology: Our students' ability to apply basic science knowledge to clinical problems is assessed via progress testing using three methodologies: a locally developed multiple-choice examination, written examination developed through the National Board of Medical Examiners (NBME) Customized Assessment Services Program and post encounter questions included in a clinical skills examination...
2018: PeerJ
Jennifer Wilbeck, Margaret Betsy Babb Kennedy
There is increasing interest and evidence for the "flipped classroom" as a learner-centered approach to promote active engagement and enhance translation of knowledge into practice. However, there is little published work regarding application of the pedagogical approach to continuing education (CE) for advanced practice providers. The goal of CE is for providers to stay up-to-date with current best practices and skills, yet most CE activities employ teacher-centered, lecture-based methods focused on transmission of knowledge rather than application of knowledge...
July 2018: Advanced Emergency Nursing Journal
Melanie L Styers, Peter A Van Zandt, Katherine L Hayden
Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in 1) an introductory cell and molecular biology course, 2) an intermediate-level evolutionary ecology course, and 3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings...
September 2018: CBE Life Sciences Education
Ana Maria Barral, Veronica C Ardi-Pastores, Rachel E Simmons
A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional ("control") setting for an accelerated lower-division general biology course. Student self-reporting and video analytics functions showed ample and variable video viewing among individual students. Student learning was evaluated through quizzes administered after a set of concepts were covered (post 1) and at the end of the course (post 2)...
September 2018: CBE Life Sciences Education
Leda Evans, Melodee L Vanden Bosch, Susan Harrington, Nancy Schoofs, Cynthia Coviak
BACKGROUND: The flipped classroom is an approach to teaching with independent and asynchronous study of content by students and active learning during scheduled class times. PURPOSE: The purpose of this review was to systematically examine research on the use of the flipped classroom approach in health professions education. METHODS: Eleven electronic databases were searched for peer-reviewed literature from 2005 through September 2017. Inclusion criteria for studies addressed health professions students and quantitative outcomes (quizzes, examinations, course grades)...
July 13, 2018: Nurse Educator
Mark I Langdorf, Craig L Anderson, Roman E Navarro, Suzanne Strom, C Eric McCoy, Julie Youm, Mary F Ypma-Wong
Objectives We sought to further determine whether cognitive test results changed for advanced cardiac life support (ACLS) taught in the team-based learning/flipped classroom format (TBL/FC) versus a lecture-based (LB) control. Methods We delivered 2010 ACLS to two classes of fourth-year medical students in the TBL/FC format (2015-2016), compared to three classes in the LB format (2012-2014). There were 27.5 hours of instruction for the TBL/FC model (TBL - 10.5 hours, podcasts - nine hours, small-group simulation - eight hours), and 20 hours (lectures - 12 hours, simulation - eight hours) in LB...
May 3, 2018: Curēus
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