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Flipping classroom

Tobias Dombrowski, Christian Wrobel, Stefan Dazert, Stefan Volkenstein
BACKGROUND: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience...
December 4, 2018: BMC Medical Education
Chien-Lin Kuo, Yeu-Hui Chuang
Stimulating learning motivation and enhancing learning effectiveness are particularly difficult challenges for nursing educators in educating Generation Z learners, who are part of the first generation of true "digital natives". In response, teachers are beginning to integrate gamification techniques into their classrooms in order to motivate classroom participation and to conduct learning evaluation. Kahoot is a free, online quiz platform and instant feedback system that helps teachers create a fun competitive-gaming environment...
December 2018: Hu Li za Zhi the Journal of Nursing
Hui-Man Huang, Su-Fen Cheng
The ultimate purpose of education is to provide students with the skills and motivation necessary for lifelong learning. Students with lifelong learning abilities are better able to continue improving their professional core competencies, especially in terms of problem solving and clinical reasoning. Prior to enhancing lifelong learning abilities, students must learn self-directed learning. Studies have shown that flipped classroom learning has the potential to improve self-directed learning. Flipped classroom teaching requires prerecorded lectures, strengthened teacher-student interaction, and assisting students to learn in-depth...
December 2018: Hu Li za Zhi the Journal of Nursing
Su-Fen Cheng
The 21st century is an era of information, technology, knowledge application, innovation, and globalization. The purpose of education is not only to provide knowledge but also to extend knowledge across many disciplines and national and ethnic boundaries. Education requires teachers to guide students to expand the depth and breadth of their learning and to make global connections. The Executive Yuan's 2017 white paper on vocational education stresses that people in the technical and vocational education fields must adopt innovative thinking, be innovative in practice, and be prepared to engage in interdisciplinary collaboration...
December 2018: Hu Li za Zhi the Journal of Nursing
Connie Barbour, Jenny B Schuessler
Healthcare environments have increased in complexity over the last 30 years. However, educational methods to prepare nurses have remained virtually unchanged. To prepare nurses to practice in today's complex practice environment, there are calls for change and transformation in how nursing education is implemented. This transformation requires nurse educators to shift their epistemic beliefs about teaching and learning by considering theories that promote effective learning. An innovative method being used in nursing education is the Flipped Classroom Method (FCM)...
November 3, 2018: Nurse Education in Practice
Susan M Matthew, Regina M Schoenfeld-Tacher, Jared A Danielson, Sheena M Warman
Active teaching approaches such as the flipped classroom are linked to better quality student learning outcomes across healthcare disciplines, with the potential to support students' preparedness for practice. In the flipped classroom instructional approach, students engage in significant pre-class preparation to learn foundational knowledge and skills, then undertake instructional activities in the classroom which require them to integrate, apply and extend their learning to new contexts. This study reports the results of a multinational survey of flipped classroom use in veterinary education...
November 12, 2018: Journal of Veterinary Medical Education
Hong Zhu, Xiao-Lei Yan, Dao-Jie Shen, Su-Ning Zhang, Jing Huang
PURPOSE: To explore the application of micro-class combined with flipped classroom in cardiopulmonary resuscitation teaching for dental students. METHODS: The experimental group included 46 students from grade 2014 in college of stomatology, Shanghai Jiao Tong University. The control group included 45 students from grade 2013. Students in the control group were taught in traditional method, while those in the experimental group were taught in micro-class combined with flipped classroom teaching...
June 2018: Shanghai Kou Qiang Yi Xue, Shanghai Journal of Stomatology
Chaya Gopalan, Georgia Bracey, Megan Klann, Cynthia Schmidt
A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants' current teaching practices and to evaluate their perceptions of the FC...
December 1, 2018: Advances in Physiology Education
Nina Tusa, Erkko Sointu, Helena Kastarinen, Teemu Valtonen, Anna Kaasinen, Laura Hirsto, Markku Saarelainen, Kati Mäkitalo, Pekka Mäntyselkä
BACKGROUND: Finnish permanent residents are covered by social security insurance administered by the Social Insurance Institution of Finland. The procedure of insurance is initiated with medical certificate written by the treating doctor. Thus, the doctor must have certificate writing skills accompanied with the knowledge of the content and goals for insurance. Quality certificates are important part of doctors' professional skills worldwide and most effective teaching methods for learning these should be investigated...
October 24, 2018: BMC Medical Education
Young Hwan Lee, Kyong-Jee Kim
BACKGROUND: Flipped classrooms (FC) are expected to create a more student-centered, active learning environment than traditional lectures. This study assessed the effectiveness of FC in promoting a student-centered, active learning environment by examining the changes in student perceptions of the learning environment of FC in terms of student-centeredness and sense of community of inquiry (COI), which represents the elements of a successful learning environment. METHODS: Questionnaires were given to a cohort of Year 2 students in a six-year undergraduate medical education program, who had taken an introduction to medicine course in a FC format...
October 23, 2018: BMC Medical Education
Nelly Tan, Niusha Bavadian, Paul Lyons, Jeannie Lochhead, Andrew Alexander
No abstract text is available yet for this article.
October 16, 2018: Journal of the American College of Radiology: JACR
Chang Wan Seo, A Ra Cho, Jung Chul Park, Hag Yeon 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.
November 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
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