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https://www.readbyqxmd.com/read/29933263/implementation-of-a-flipped-classroom-for-nuclear-medicine-physician-cme
#1
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
https://www.readbyqxmd.com/read/29928664/utilization-of-the-flipped-classroom-in-anesthesiology-graduate-medical-education-an-initial-survey-of-faculty-beliefs-and-practices-about-active-learning
#2
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
https://www.readbyqxmd.com/read/29911163/first-global-flipped-classroom-in-one-health-from-moocs-to-research-on-real-world-challenges
#3
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
https://www.readbyqxmd.com/read/29860776/analysis-of-satisfaction-and-academic-achievement-of-medical-students-in-a-flipped-class
#4
Han Jung, Jungsuk An, Kwi Hwa Park
PURPOSE: The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class. METHODS: The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning...
June 2018: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/29860775/experiences-of-medical-teachers-in-flipped-learning-for-medical-students-a-phenomenological-study
#5
Kyung Hye Park, Kwi Hwa Park, Su Jin Chae
PURPOSE: The purpose of this study was to explore the experience of medical teachers in the process of adapting flipped learning method through a phenomenological approach. METHODS: Semi-structured interviews with five medical teachers from two medical colleges and one medical school were conducted in December, 2017. Data analysis was done according to Colaizzi's descriptive phenomenological methodology. RESULTS: A total of 160 unique significant statements were extracted...
June 2018: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/29858258/effectiveness-of-a-flipped-classroom-in-learning-periodontal-diagnosis-and-treatment-planning
#6
Cliff Lee, Soo-Woo Kim
The aim of this study was to assess whether a flipped classroom was an effective model for dental students to learn periodontal diagnosis and treatment planning (DTP). Participants were all third-year students in three academic years (2015-17) at Harvard School of Dental Medicine: two groups that experienced the flipped classroom (Classes of 2017 and 2018), and a control group (Class of 2019) that received the same content in traditional lecture format. All three groups completed a DTP knowledge quiz before and after the educational experience; the flipped classroom groups also completed pre and post surveys of their opinions about flipped classrooms...
June 2018: Journal of Dental Education
https://www.readbyqxmd.com/read/29808055/the-flipped-classroom-an-active-teaching-and-learning-strategy-for-making-the-sessions-more-interactive-and-challenging
#7
Amber Shamim Sultan
Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities...
April 2018: JPMA. the Journal of the Pakistan Medical Association
https://www.readbyqxmd.com/read/29793713/the-development-and-impact-of-active-learning-strategies-on-self-confidence-in-a-newly-designed-first-year-self-care-pharmacy-course-outcomes-and-experiences
#8
Kathryn J Smith, Oliver Grundmann, Robin Moorman Li
BACKGROUND AND PURPOSE: The primary objective of this investigation was to determine the effectiveness of different active learning exercises in a newly-designed flipped-classroom self-care course in applying newly acquired knowledge of self-care and improving the confidence of first-year pharmacy students to recommend self-care treatments and counsel patients. The early development of these skills is essential for the subsequent Community Introductory Pharmacy Practice Experience (CIPPE)...
April 2018: Currents in Pharmacy Teaching & Learning
https://www.readbyqxmd.com/read/29785150/-flipped-classroom-for-academic-and-career-advising-an-innovative-technique-for-medical-student-advising
#9
Richard Amini, Brady S Laughlin, Kathy W Smith, Violet P Siwik, William J Adamas-Rappaport, George T Fantry
Introduction: Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a "flipped classroom" style advising session. Methods: We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session...
2018: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29732677/creation-and-implementation-of-a-flipped-jigsaw-activity-to-stimulate-interest-in-biochemistry-among-medical-students
#10
Charlene Williams, Susan Perlis, John Gaughan, Sangita Phadtare
Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention. Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students...
May 6, 2018: Biochemistry and Molecular Biology Education
https://www.readbyqxmd.com/read/29715213/disruptive-technology-saving-money-and-inspiring-engagement-in-professional-staff
#11
Penne McPherson, Elizabeth Talbot
Competent, efficient, and cost-effective delivery of professional development is a challenge in health care. Collaboration of teaching methodologies with academia and acute care offers fresh perspectives and delivery methods that can facilitate optimal outcomes. One multihospital system introduced the academic "flipped classroom" model to its acute care setting and integrated it into professional development requirements. The concept of the flipped classroom requires independent student engagement prior to classroom activities versus the traditional classroom lecture model...
May 2018: Journal for Nurses in Professional Development
https://www.readbyqxmd.com/read/29709383/-flipped-classrooms-in-training-in-maxillofacial-surgery-preparation-before-the-traditional-didactic-lecture
#12
Ross Elledge, Samantha Houlton, Stephanie Hackett, Martin J Evans
While virtual learning environments (VLE) can be used in medical education as stand-alone educational interventions, they can also be used in preparation for traditional "face-to-face" training sessions as part of a "flipped classroom" model. We sought to evaluate the introduction of this model in a single module on maxillofacial radiology from a course on trauma skills. Course delegates were randomised into two groups: one was given access to an e-learning resource (test group) and the other attended a traditional didactic lecture (control group)...
June 2018: British Journal of Oral & Maxillofacial Surgery
https://www.readbyqxmd.com/read/29706277/use-of-condensed-videos-in-a-flipped-classroom-for-pharmaceutical-calculations-student-perceptions-and-academic-performance
#13
Mark W Gloudeman, Bijal Shah-Manek, Terri H Wong, Christina Vo, Eric J Ip
BACKGROUND AND PURPOSE: The flipped teaching method was implemented through a series of multiple condensed videos for pharmaceutical calculations with student perceptions and academic performance assessed post-intervention. EDUCATIONAL ACTIVITY AND SETTING: Student perceptions from the intervention group were assessed via an online survey. Pharmaceutical exam scores of the intervention group were compared to the control group. The intervention group spent a greater amount of class time on active learning...
February 2018: Currents in Pharmacy Teaching & Learning
https://www.readbyqxmd.com/read/29696789/blended-learning-to-teach-gender-in-medical-school
#14
Sowbhagya Micheal, Brahmaputra Marjadi
BACKGROUND: Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice. Yet curriculum gaps exist in teaching these topics in medical schools. To address this, medical schools are integrating gendered perspectives into their curricula. CONTEXT: Acknowledging the need to teach gender and sexuality, Western Sydney University School of Medicine introduced a lecture on 'Gendered Perspectives on Health' in 2015. However, the delivery of the content took more time than anticipated, as some students lacked a basic understanding of gender and sexuality...
June 2018: Clinical Teacher
https://www.readbyqxmd.com/read/29677982/consequences-of-switching-to-blended-learning-the-grenoble-medical-school-key-elements
#15
Sahal Houssein, Lionel Di Marco, Carole Schwebel, Vanda Luengo, Patrice Morand, Pierre Gillois
INTRODUCTION: In 2006, the Grenoble-Alpes University Medical School decided to switch the learning paradigm of the first year to a blended learning model based on a flipped classroom with a continuous dual assessment system providing personal follow-up. We report a descriptive analysis of two pedagogical models. METHODS: The innovative blended learning model is divided into 5 week-sequences of learning, starting with a series of knowledge capsules, following with Interactive On Line Questions, Interactive On Site Training and an Explanation Meeting...
2018: Studies in Health Technology and Informatics
https://www.readbyqxmd.com/read/29663891/flipped-learning-can-rheumatology-lead-the-shift-in-medical-education
#16
Yasser El Miedany, Maha El Gaafary, Nadia El Aroussy, Sally Youssef
OBJECTIVE: To: 1. implement flipped classroom rheumatology teaching for undergraduate education. 2. Evaluate outcomes of teaching using OSCE assessment and student perceived effectiveness and satisfaction survey. METHODS: The flipped classroom education was conducted in 3 phases. Phase 1: carried out in the students' own time. Web links were emailed to assist exposure of the instructional part of the lesson online. Phase 2: interactive in-class activity to share personal reflection and reinforce the key aspects...
April 16, 2018: Current Rheumatology Reviews
https://www.readbyqxmd.com/read/29653320/is-the-flipped-pedagogical-model-the-answer-to-the-challenges-of-rural-nursing-education-a-discussion-paper
#17
Helena Anolak, Andrew Coleman, Paul Sugden
Rural Australian health services face significant challenges such as aging populations, access and retention of services and health practitioners as well as difficulties with staff training due to geographic isolation. Educational pedagogy, through a 'flipped' or 'flipped' classroom method has become popular in nursing literature whereby discussion surrounding its effectiveness, ability to increase performance, address learning outcomes and resolve the education-clinical practice divide is currently being explored...
July 2018: Nurse Education Today
https://www.readbyqxmd.com/read/29609654/evaluation-of-a-flipped-classroom-approach-to-learning-introductory-epidemiology
#18
Stephanie Shiau, Linda G Kahn, Jonathan Platt, Chihua Li, Jason T Guzman, Zachary G Kornhauser, Katherine M Keyes, Silvia S Martins
BACKGROUND: Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. METHODS: One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78)...
April 2, 2018: BMC Medical Education
https://www.readbyqxmd.com/read/29581634/adaptive-learning-in-medical-education-the-final-piece-of-technology-enhanced-learning
#19
Neel Sharma, Iain Doherty, Chaoyan Dong
Technology enhanced learning (TEL) is now common practice in the field of medical education. One of the primary examples of its use is that of high fidelity simulation and computerised mannequins. Further examples include online learning modules, electronic portfolios, virtual patient interactions, massive open online courses and the flipped classroom movement. The rise of TEL has occurred primarily due to the ease of internet access enabling the retrieval and sharing of information in an instant. Furthermore, the compact nature of internet ready devices such as smartphones and laptops has meant that access to information can occur anytime and anywhere...
September 2017: Ulster Medical Journal
https://www.readbyqxmd.com/read/29558336/librarians-flip-for-students-teaching-searching-skills-to-medical-students-using-a-flipped-classroom-approach
#20
Aurelia Minuti, Karen Sorensen, Rachel Schwartz, Winifred S King, Nancy R Glassman, Racheline G Habousha
This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction...
April 2018: Medical Reference Services Quarterly
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