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https://www.readbyqxmd.com/read/29336833/education-for-ecmo-providers-using-education-science-to-bridge-the-gap-between-clinical-and-educational-expertise
#1
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
#2
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
#3
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
#4
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
#5
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
#6
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...
September 18, 2017: 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
#7
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
#8
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
https://www.readbyqxmd.com/read/29223013/effectiveness-of-flipped-classrooms-in-chinese-baccalaureate-nursing-education-a-meta-analysis-of-randomized-controlled-trials
#9
REVIEW
Rujun Hu, Huiming Gao, Yansheng Ye, Zhihong Ni, Ning Jiang, Xiaolian Jiang
BACKGROUND: In recent years, the flipped classroom approach has been broadly applied to nursing courses in China. However, a systematic and quantitative assessment of the outcomes of this approach has not been conducted. OBJECTIVE: The purpose of the meta-analysis is to evaluate the effectiveness of the flipped classroom pedagogy in Chinese baccalaureate nursing education. DESIGN: Meta-analysis of randomized controlled studies. DATA SOURCE: All randomized controlled trials relevant to the use of flipped classrooms in Chinese nursing education were retrieved from the following databases from their date of inception through September 23, 2017: PubMed, EMBASE, the Cochrane Central Register of Controlled Trials, CINAHL, the China National Knowledge Infrastructure, the Wanfang Database, and the Chinese Scientific Journals Database...
November 29, 2017: International Journal of Nursing Studies
https://www.readbyqxmd.com/read/29196330/dental-students-study-habits-in-flipped-blended-classrooms-and-their-association-with-active-learning-practices
#10
Cynthia C Gadbury-Amyot, Gloria J Redford, Brenda S Bohaty
In recognition of the importance for dental education programs to take a student-centered approach in which students are encouraged to take responsibility for their learning, a pediatric dentistry course redesign aimed at promoting greater active and self-directed learning was implemented at one U.S. dental school. The aim of this study was to examine the association between the students' self-reported study habits and active learning practices necessary for meaningful learning in the flipped/blended classroom...
December 2017: Journal of Dental Education
https://www.readbyqxmd.com/read/29194248/student-developed-and-led-simulation-scenarios
#11
Teresa Gwin, Celeste Villanueva, Jeanette Wong
Use of simulation in teaching is well established as a viable educational technique. Flipped classroom techniques using technology have been shown to enhance and deepen knowledge of content. This educational innovation utilized both techniques in a second-semester prelicensure nursing course to allow students to gain a broader focus on complex patient scenarios and a better understanding of simulation as a teaching/learning tool. The project was an assigned simulation expectation for a medical-surgical nursing course...
January 2017: Nursing Education Perspectives
https://www.readbyqxmd.com/read/29180154/student-use-of-flipped-classroom-videos-in-a-therapeutics-course
#12
Asad E Patanwala, Brian L Erstad, John E Murphy
PURPOSE: To evaluate the extent of student use of flipped classroom videos. METHODS: This was a cross-sectional study conducted in a college of pharmacy therapeutics course in the Unites States. In one section of the course (four sessions) all content was provided in the form of lecture videos that students had to watch prior to class. Class time was spent discussing patient cases. For half of the sessions, there was an electronic quiz due prior to class. The outcome measure was video view time in minutes...
January 2017: Currents in Pharmacy Teaching & Learning
https://www.readbyqxmd.com/read/29175318/effectiveness-of-a-blended-learning-course-including-e-learning-and-flipped-classroom-in-first-year-anaesthesia-training
#13
Antoine Marchalot, Bertrand Dureuil, Benoit Veber, Jean-Luc Fellahi, Jean-Luc Hanouz, Hervé Dupont, Emmanuel Lorne, Vincent Compère
BACKGROUND: Blended learning, which combines internet-based platform and lecturing, is used in anaesthesiology and critical care teaching. However, the benefits of this method remain unclear. METHODS: We conducted a prospective, multicentre, non-randomised work between 2007 and 2014 to study the effect of blended learning on the results of first year anaesthesia and critical care residents in comparison with traditional teaching. Blended learning was implemented in Rouen University Hospital in 2011 and residents affiliated to this university corresponded as the blended learning group...
November 22, 2017: Anaesthesia, Critical Care & Pain Medicine
https://www.readbyqxmd.com/read/29169824/implementation-of-a-flipped-classroom-approach-to-promote-active-learning-in-the-third-year-surgery-clerkship
#14
Catherine E Lewis, David C Chen, Anju Relan
BACKGROUND: Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. METHODS: A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles...
November 6, 2017: American Journal of Surgery
https://www.readbyqxmd.com/read/29120528/student-performance-in-a-flipped-classroom-dental-anatomy-course
#15
S Chutinan, C A Riedy, S E Park
PURPOSE: The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. METHODS: Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given...
November 9, 2017: European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe
https://www.readbyqxmd.com/read/29113565/using-learning-analytics-to-evaluate-a-video-based-lecture-series
#16
K H Vincent Lau, Pue Farooque, Gary Leydon, Michael L Schwartz, R Mark Sadler, Jeremy J Moeller
BACKGROUND: The video-based lecture (VBL), an important component of the flipped classroom (FC) and massive open online course (MOOC) approaches to medical education, has primarily been evaluated through direct learner feedback. Evaluation may be enhanced through learner analytics (LA) - analysis of quantitative audience usage data generated by video-sharing platforms. METHODS AND RESULTS: We applied LA to an experimental series of ten VBLs on electroencephalography (EEG) interpretation, uploaded to YouTube in the model of a publicly accessible MOOC...
November 7, 2017: Medical Teacher
https://www.readbyqxmd.com/read/29096591/comparison-between-flipped-classroom-and-lecture-based-classroom-in-ophthalmology-clerkship
#17
Fen Tang, Chuan Chen, Yi Zhu, Chengguo Zuo, Yimin Zhong, Nan Wang, Lijun Zhou, Yuxian Zou, Dan Liang
BACKGROUND: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. OBJECTIVE: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. DESIGN: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups...
2017: Medical Education Online
https://www.readbyqxmd.com/read/29096042/what-type-of-learner-are-your-students-preferred-learning-styles-of-undergraduate-gross-anatomy-students-according-to-the-index-of-learning-styles-questionnaire
#18
Melissa M Quinn, Theodore Smith, Eileen L Kalmar, Jennifer M Burgoon
Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles...
November 2, 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29051406/does-the-acceptance-of-hybrid-learning-affect-learning-approaches-in-france
#19
Lionel Di Marco, Alain Venot, Pierre Gillois
Purpose: Acceptance of learning technology affects the intention that students have to use technology. But literature never assessed influence of acceptance on learning approaches. A deep learning approach is important in health studies where links must be created between skills, knowledge and habits. Our hypothesis is that acceptance of a hybrid learning model affects students' way of learning. Methods: We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system...
October 20, 2017: Journal of Educational Evaluation for Health Professions
https://www.readbyqxmd.com/read/29029969/cross-year-peer-assisted-learning-using-the-inverted-flipped-classroom-design-a-pilot-study-in-dentistry
#20
Maximilian Quoß, Stefan Rüttermann, Susanne Gerhardt-Szep
BACKGROUND: The inverted classroom model (ICM) represents a special combination of online and attendance learning. The implementation of the didactic concept of "peer-assisted learning" (PAL) within an ICM design has not yet been described in the literature for the field of restorative dentistry. OBJECTIVE: It was the goal of the present study to develop an ICM offering in a cross-year PAL format (ICM-cyPAL), and then introduce and evaluate it. METHOD: The pilot project was conducted at the dental clinic at the Goethe University of Frankfurt/Main, where following its conceptual development and implementation with three consecutive cohorts of students in their first clinical semester (the sixth semester at university) the ICM-cyPAL offering was evaluated...
October 10, 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
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