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Flipped classroom

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
Joanne M Muellenbach, Kathryn M Houk, Dana E Thimons, Bredny Rodriguez
This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum...
April 2018: Medical Reference Services Quarterly
Khe Foon Hew, Chung Kwan Lo
BACKGROUND: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings...
March 15, 2018: BMC Medical Education
James F Burgess, Nir Menachemi, Matthew L Maciejewski
OBJECTIVE: To present revised core competencies for doctoral programs in health services research (HSR), modalities to deliver these competencies, and suggested methods for assessing mastery of these competencies. DATA SOURCES AND DATA COLLECTION: Core competencies were originally developed in 2005, updated (but unpublished) in 2008, modestly updated for a 2016 HSR workforce conference, and revised based on feedback from attendees. Additional feedback was obtained from doctoral program directors, employer/workforce experts and attendees of presentation on these competencies at the AcademyHealth's June 2017 Annual Research Meeting...
March 13, 2018: Health Services Research
Connie R Shi, Jasmine Rana, Susan Burgin
Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers?...
April 2018: International Journal of Dermatology
Linda L Pierce, Kristina M Reuille
BACKGROUND: In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. METHOD: This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material...
March 1, 2018: Journal of Nursing Education
Carrie Ann Hoover, Georgia Ann Dinndorf-Hogenson, Jennifer Lee Peterson, Bethany Renae Tollefson, Jodi Lisbeth Berndt, Nikki Laudenbach
BACKGROUND: Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies. METHOD: This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation...
March 1, 2018: Journal of Nursing Education
Syeda Sadia Fatima, Fazal Manzoor Arain, Syed Ather Enam
Objective: In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty...
November 2017: Pakistan Journal of Medical Sciences Quarterly
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
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
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
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
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
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
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
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
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
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
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 (nā€‰=ā€‰105) were compared to similar students in a flipped classroom (nā€‰=ā€‰112)...
January 22, 2018: Anatomical Sciences Education
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
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