Read by QxMD icon Read

Flipping classroom

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...
August 7, 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
Chris Gillette, Michael Rudolph, Craig Kimble, Nicole Rockich-Winston, Lisa Smith, Kimberly Broedel-Zaugg
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score...
June 2018: American Journal of Pharmaceutical Education
Eric E Goff, Katie M Reindl, Christina Johnson, Phillip McClean, Erika G Offerdahl, Noah L Schroeder, Alan R White
With the recent rise of alternative instructional methodologies such as flipped classrooms and active learning, many core concepts are being introduced outside of the classroom prior to scheduled class meeting times. One popular means for external concept introduction in many undergraduate biology courses is the use of stand-alone online learning modules. Using a group of four large introductory biology course sections, we investigate the use of a stand-alone online learning module developed using animations from Virtual Cell Animation Collection as a resource for the introduction of cellular respiration concepts outside of the classroom...
2018: Journal of Microbiology & Biology Education: JMBE
Kuldeep Singh, Rajiv Mahajan, Piyush Gupta, Tejinder Singh
Technological advances have created immense pressure on our younger generation to keep themselves abreast with the newer developments in medical sciences. Educators have to evolve innovative pedagogy to help prepare this generation for future challenges as the training periods are getting relatively shorter. Flipped classroom or Inverted classroom is one such innovation that can empower a learner to develop critical thinking skills and master ways to imbibe vast information by engaging students in active learning process...
June 15, 2018: Indian Pediatrics
W Liu, M J Zhang, Y L Zhou, J Q Feng, A Q Fan, Y Li, A Y Su, Y Zhang, Y J Xu
No abstract text is available yet for this article.
March 6, 2018: Zhonghua Yu Fang Yi Xue za Zhi [Chinese Journal of Preventive Medicine]
Timothy R Fleagle, Nicholas C Borcherding, Jennie Harris, Darren S Hoffmann
No abstract text is available yet for this article.
July 2018: Anatomical Sciences Education
Natalie Tagge
Background: While the term "information literacy" is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum. Case Presentation: This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students...
July 2018: Journal of the Medical Library Association: JMLA
Rebecca Boruff
No abstract text is available yet for this article.
July 1, 2018: Journal of Nursing Education
Kuo-Su Chen, Lynn Monrouxe, Yi-Hsuan Lu, Chang-Chyi Jenq, Yeu-Jhy Chang, Yu-Che Chang, Pony Yee-Chee Chai
CONTEXT: The flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology-enhanced pre-class learning to transmit knowledge, incorporating in-class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture-based (LB) learning by meta-analysis...
June 25, 2018: Medical Education
Sergio Varela Kellesarian
The development of cognitive knowledge, motor skills, and artistic sense in order to restore lost tooth structure is fundamental for dental professionals. The course of dental anatomy is taught in the initial years of dental school, and is a component of the basic core sciences program in the faculties of dentistry. The learning objectives of the dental anatomy course include identifying anatomical and morphological characteristics of human primary and permanent teeth; identifying and reproducing tooth surface details in order to recognize and diagnose anatomical changes; and developing student’s psychomotor skills for restoring teeth with proper form and function...
June 21, 2018: Dentistry journal
Aparna Komarraju, Twyla B Bartel, Lisa A Dickinson, Frederick D Grant, Tracy L Yarbrough
INTRODUCTION: Increasingly, emerging technologies are expanding instructional possibilities, with new methods being adopted to improve knowledge acquisition and retention. Within medical education, many new techniques have been employed in the undergraduate setting, with less utilization thus far in the continuing medical education (CME) sphere. This paper discusses the use of a new method for CME-the "flipped classroom," widely used in undergraduate medical education. This method engages learners by providing content before the live ("in class") session that aids in preparation and fosters in-class engagement...
June 21, 2018: Journal of Continuing Education in the Health Professions
Susan M Martinelli, Fei Chen, Matthew D Mcevoy, David A Zvara, Randall M Schell
Background: Flipped classroom (FC) is an active learning (AL) technique thought to have potential benefits in anesthesiology resident education. This survey aimed to determine the frequency of FC utilization, barriers of utilization, and means to overcome these barriers. Method: A web-based questionnaire was developed to survey anesthesiology faculty on their knowledge of and experience with FC. The Society of Academic Associations of Anesthesiology and Perioperative Medicine sent the survey to all United States core program directors (PD) via their list serve with a request for the PDs to forward the survey invitation to their clinical faculty...
January 2018: Journal of Education in Perioperative Medicine: JEPM
Rafael Ruiz de Castañeda, Amanda Garrison, Philippe Haeberli, Lisa Crump, Jakob Zinsstag, André Ravel, Antoine Flahault, Isabelle Bolon
In 2016 and 2017 the first three MOOCs (Massive Online Open Course) addressing One Health were released, two of them by University of Geneva and University of Basel (Switzerland). With the support of Swiss School of Public Health and using these two highly interdisciplinary MOOCs, the first 'Global Flipped Classroom in One Health' was organized in Geneva and Basel in July 2017. This innovative event gathered 12 Swiss and international MOOC learners to work on specific public/global health challenges at the human-animal-ecosystem interface in interdisciplinary teams supported by experts from academia and international organisations (e...
June 2018: One Health
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"