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https://www.readbyqxmd.com/read/29457923/flipping-social-determinants-on-its-head-medical-student-perspectives-on-the-flipped-classroom-and-simulated-patients-to-teach-social-determinants-of-health
#1
N Gostelow, J Barber, F Gishen, A Berlin
BACKGROUND: Inequalities in healthcare are increasing. Engaging medical students to tackle this urgent challenge alongside clinical sciences can be demanding. This study examines medical student perceptions of a flipped approach to health inequalities co-designed by faculty and sixth-year students. INNOVATION: A flipped learning session was piloted for year 4 medical students combining an online lesson followed by a tutorial with a simulated patient. METHODS: A mixed-methods approach collected questionnaire data using 4-point Likert scales and free text answers...
February 19, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29456075/qualitative-analysis-of-a-cultural-dexterity-program-for-surgeons-feasible-impactful-and-necessary
#2
Rhea Udyavar, Douglas S Smink, John T Mullen, Tara S Kent, A Green, Alyssa F Harlow, Manuel Castillo-Angeles, Alexandra B Columbus, Adil H Haider
OBJECTIVES: Ineffective cross-cultural communication contributes to adverse outcomes for minority patients. To address this, the authors developed a novel curriculum for surgical residents built on the principle of cultural dexterity, emphasizing adaptability to clinical and sociocultural circumstances to tailor care to the needs of the individual patient. This study's objective was to evaluate the feasibility, acceptability, and perception of this program upon conclusion of its first year...
February 15, 2018: Journal of Surgical Education
https://www.readbyqxmd.com/read/29433728/bronchoscopy-education-an-experiential-learning-theory-perspective
#3
REVIEW
Septimiu D Murgu, Jonathan S Kurman, Omar Hasan
Bronchoscopy programs implementing the experiential learning model address different learning styles. Problem-based learning improves knowledge retention, critical decision making, and communication. These modalities are preferred by learners and contribute to their engagement, in turn leading to durable learning. Follow-up after live events is warranted through spaced education strategies. The objectives of this article are to (1) summarize and illustrate the implementation of experiential learning theory for bronchoscopy courses, (2) discuss the flipped classroom model and problem-based learning, (3) illustrate bronchoscopy checklists implementation in simulation, and (4) discuss the importance of feedback and spaced learning for bronchoscopy education programs...
March 2018: Clinics in Chest Medicine
https://www.readbyqxmd.com/read/29414110/the-flip-side-of-traditional-nursing-education-a-literature-review
#4
REVIEW
Maria Ward, Mary C Knowlton, Candice W Laney
The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter...
February 1, 2018: Nurse Education in Practice
https://www.readbyqxmd.com/read/29412052/integrating-the-social-determinants-of-health-into-two-interprofessional-courses-findings-from-a-pilot-study
#5
Sandra D Lane, Robert H Keefe, Robert A Rubinstein, Meghan Hall, Kathleen A Kelly, Lynn Beth Satterly, Andrea Shaw, Julian Fisher
Five colleges and universities in Upstate New York, United States, created the 'Route-90 Collaborative' to support faculty implementing the Institute of Medicine's (IOM) Framework for Educating Health Professionals to Address the Social Determinants of Health. The two courses described herein used a flipped classroom approach in which students from 14 different nations were responsible for facilitating individual classes. This descriptive study used an educational intervention in two interprofessional courses - reproductive health and global health - based on the IOM Framework into two courses...
February 7, 2018: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/29393765/implementing-the-flipped-classroom-in-a-veterinary-pre-clinical-science-course-student-engagement-performance-and-satisfaction
#6
Laura M Dooley, Sarah Frankland, Elise Boller, Elizabeth Tudor
There has been a recent move toward active learning pedagogies in veterinary education, with increasing use of a blended approach that incorporates both online resources and live classroom sessions. In this study, an established veterinary pre-clinical course in introductory animal health was transitioned from a traditional didactic lecture delivery mode to a flipped classroom approach with core content delivered online. This study compared the experiences of two cohorts of students who studied the same course in the different formats in consecutive years...
February 2, 2018: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/29389363/a-new-educational-framework-to-improve-lifelong-learning-for-cardiologists
#7
REVIEW
Akhil Narang, Poonam Velagapudi, Bharath Rajagopalan, Bryan LeBude, Aaron P Kithcart, David Snipelisky, Shashank S Sinha
Lifelong learning is essential for the practicing cardiologist. Present lifelong learning mechanisms are stagnant and at risk for not meeting the needs of currently practicing cardiologists. With the increasing burden of cardiovascular disease, growing complexity of patient care, and ongoing pressures of nonclinical responsibilities, educational programming must evolve to meet the demands of the contemporary cardiovascular professional. A paradigm shift, replete with modern and practical educational tools, is needed in the lifelong learning armamentarium...
January 30, 2018: Journal of the American College of Cardiology
https://www.readbyqxmd.com/read/29383072/bringing-the-flipped-classroom-to-day-1-a-novel-didactic-curriculum-for-emergency-medicine-intern-orientation
#8
Michael G Barrie, Christopher Amick, Jennifer Mitzman, David P Way, Andrew M King
Most emergency medicine (EM) residency programs provide an orientation program for their incoming interns, with the lecture being the most common education activity during this period. Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (MK). To teach interns core medical knowledge in EM, we reformulated orientation using the flipped-classroom model by replacing lectures with small group, case-based discussions...
January 2018: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/29383062/flipping-the-classroom-in-medical-student-education-does-priming-work
#9
Emily Rose, Paul Jhun, Matthew Baluzy, Aaron Hauck, Jonathan Huang, Jonathan Wagner, Yvette L Kearl, Solomon Behar, Ilene Claudius
Introduction: The emergency medicine (EM) clerkship curriculum at Los Angeles County + University of Southern California Medical Center includes monthly lectures on pediatric fever and shortness of breath (SOB). This educational innovation evaluated if learning could be enhanced by "priming" the students with educational online videos prior to an in-class session. Factors that impacted completion rates were also evaluated (planned specialty and time given for video viewing). Methods: Twenty-minute videos were to be viewed prior to the didactic session...
January 2018: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/29383050/replacing-lectures-with-small-groups-the-impact-of-flipping-the-residency-conference-day
#10
Andrew M King, Chad Mayer, Michael Barrie, Sarah Greenberger, David P Way
The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs...
January 2018: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/29356452/a-gross-anatomy-flipped-classroom-effects-performance-retention-and-higher-level-thinking-in-lower-performing-students
#11
Leslie J Day
A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112)...
January 22, 2018: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29355063/using-traditional-or-flipped-classrooms-to-teach-geriatrics-and-gerontology-investigating-the-impact-of-active-learning-on-medical-students-competences
#12
Alessandra Lamas Granero Lucchetti, Oscarina da Silva Ezequiel, Isabella Noceli de Oliveira, Alexander Moreira-Almeida, Giancarlo Lucchetti
BACKGROUND: The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. METHOD: An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics...
January 21, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29336833/education-for-ecmo-providers-using-education-science-to-bridge-the-gap-between-clinical-and-educational-expertise
#13
REVIEW
Lindsay Johnston, Susan B Williams, Anne Ades
A well-organized educational curriculum for the training of both novice and experienced ECMO providers is critical for the continued function of an institutional ECMO program. ELSO provides guidance for the education for ECMO specialists, physicians and staff, which incorporates "traditional" instructor-centered educational methods, such as didactic lectures and technical skill training. Novel research suggests utilization of strategies that align with principles of adult learning to promote active learner involvement and reflection on how the material can be applied to understand existing and new constructs may be more effective...
January 11, 2018: Seminars in Perinatology
https://www.readbyqxmd.com/read/29314722/influence-of-study-approaches-and-course-design-on-academic-success-in-the-undergraduate-anatomy-laboratory
#14
Courtney D Eleazer, Rebecca Scopa Kelso
Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy...
January 4, 2018: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29302082/student-engagement-with-a-flipped-classroom-teaching-design-affects-pharmacology-examination-performance-in-a-manner-dependent-on-question-type
#15
Paul J White, Som Naidu, Elizabeth Yuriev, Jennifer L Short, Jacqueline E McLaughlin, Ian C Larson
Objective: To investigate the relationship between student engagement with the key elements of a flipped classroom approach (preparation and attendance), their attitudes to learning, including strategy development, and their performance on two types of examination questions (knowledge recall and providing rational predictions when faced with novel scenarios). Methods. This study correlated student engagement with the flipped classroom and student disposition to learning with student ability to solve novel scenarios in examinations...
November 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/29283505/application-of-flipped-classroom-pedagogy-to-the-human-gross-anatomy-laboratory-student-preferences-and-learning-outcomes
#16
Timothy R Fleagle, Nicholas C Borcherding, Jennie Harris, Darren S Hoffmann
To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations...
December 28, 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29282445/curated-collection-for-educators-five-key-papers-about-the-flipped-classroom-methodology
#17
REVIEW
Andrew King, Megan Boysen-Osborn, Robert Cooney, Jennifer Mitzman, Asit Misra, Jennifer Williams, Tina Dulani, Michael Gottlieb
The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology. The authors identified an extensive list of papers relevant to FC pedagogy via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator...
October 25, 2017: Curēus
https://www.readbyqxmd.com/read/29280690/implementation-of-a-flipped-classroom-for-neurosurgery-resident-education
#18
Fady Girgis, Jonathan P Miller
INTRODUCTION: Engaging residents across a multiyear training spectrum is challenging given the heterogeneity of experience and limited time available for educational activities. A "flipped classroom" model, in which residents prepare ahead of time for mentored topic discussions, has potential advantages. METHODS: We implemented a curriculum consisting of topics distributed across the specialty. Weekly, each resident was randomly assigned to research a specific aspect of an assigned topic appropriate to his or her level of experience: junior residents about what characterizes each clinical entity, midlevel residents about when to intervene, and chief residents about how to administer treatment...
January 2018: Canadian Journal of Neurological Sciences. le Journal Canadien des Sciences Neurologiques
https://www.readbyqxmd.com/read/29246769/impact-of-a-non-small-cell-lung-cancer-educational-program-for-interdisciplinary-teams
#19
Septimiu Murgu, Robb Rabito, Greg Lasko, Chad Jackson, Mari Mino-Kenudson, David S Ettinger, Suresh S Ramalingam, Eric S Edell
BACKGROUND: Successful implementation of non-small cell lung cancer (NSCLC) evidence-based guideline recommendations requires effective educational programs that target all clinicians from interdisciplinary teams. This study describes and evaluates the EnGAging an Interdisciplinary Team for NSCLC (GAIN 3.0) experiential learning-based educational curriculum. METHODS: GAIN 3.0 was designed to enhance interdisciplinary collaboration for effective NSCLC diagnosis, assessment, and treatment...
December 12, 2017: Chest
https://www.readbyqxmd.com/read/29233276/comparison-of-long-term-knowledge-retention-in-lecture-based-versus-flipped-team-based-learning-course-delivery
#20
Catherine Taglieri, David Schnee, Lana Dvorkin Camiel, Kathy Zaiken, Amee Mistry, Stefanie Nigro, Gary Tataronis, Dhiren Patel, Susan Jacobson, Jennifer Goldman
OBJECTIVES: To determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later. DESIGN: A survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course...
May 2017: Currents in Pharmacy Teaching & Learning
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