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Flipped Classroom & Active Learning

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By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
https://www.readbyqxmd.com/read/27581521/distance-learning-ects-and-flipped-classroom-in-the-anatomy-learning-comparative-study-of-the-use-of-augmented-reality-video-and-notes
#1
Javier Ferrer-Torregrosa, Miguel Ángel Jiménez-Rodríguez, Javier Torralba-Estelles, Fernanda Garzón-Farinós, Marcelo Pérez-Bermejo, Nadia Fernández-Ehrling
BACKGROUND: The establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor's help...
September 1, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/27414992/an-innovative-approach-to-digitally-flip-the-classroom-by-using-an-online-graffiti-wall-with-a-blog
#2
Poh Sun Goh, John Sandars
No abstract text is available yet for this article.
August 2016: Medical Teacher
https://www.readbyqxmd.com/read/27325461/acceptability-of-instructional-videos
#3
Mohammad Rayyan, Marwa Elagra, Nida Alfataftah, Amirah Alammar
BACKGROUND: Over the past few decades, instructional videos have been incorporated as important tools in the dental classroom setting. This study aimed to investigate the acceptability of video demonstrations in comparison with live broadcasting and with the traditional face-to-face demonstrations in preclinical fixed prosthodontic classes. METHODS: A group of dental students who have been exposed to three different methods of delivering practical demonstrations - face-to-face demonstrations, live broadcasting and recorded instructional videos - were included in the study...
June 20, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27128290/connectivism-a-knowledge-learning-theory-for-the-digital-age
#4
John Gerard Scott Goldie
BACKGROUND: The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators...
October 2016: Medical Teacher
https://www.readbyqxmd.com/read/27151290/flipping-the-classroom-is-it-worth-the-bother
#5
James Boyle, Nathaniel Quail, Xui Ying Loo, Aileen Linn
No abstract text is available yet for this article.
May 6, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27155665/flipping-the-practice-based-pathology-laboratory-can-it-support-development-of-practitioner-capability-for-trainee-pathologists-in-gynaecological-cytopathology
#6
Sara Smith, Raji Ganesan, Jan Martin
This study investigated the role of 'flipping', the practice-based pathology laboratory and classroom to support the development of trainee pathologist practitioners' in the field of gynaecological cytopathology, addressing development of their knowledge and practical application in the clinical setting. Content-rich courses traditionally involve lecture led delivery which restricts tutors from adopting approaches that support greater student engagement in the topic area and application of knowledge to practice...
May 7, 2016: Journal of Cancer Education: the Official Journal of the American Association for Cancer Education
https://www.readbyqxmd.com/read/27125157/bringing-your-a-game-educational-gaming-for-student-success
#7
Haley P Strickland, Sara K Kaylor
BACKGROUND: The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. METHODS: This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building...
May 2016: Nurse Education Today
https://www.readbyqxmd.com/read/25991220/the-impacts-of-blended-learning-design-in-first-year-medical-studies
#8
Pierre Gillois, Jean Luc Bosson, Celine Genty, Jean-Philippe Vuillez, Jean-Paul Romanet
In the first year of medical studies in France, students prepare for a highly selective entrance exam limited by numerus clausus into the second year. We have discontinued live lectures, made maximum use of new information and communication technologies and introduced tutorials in an attempt to make the first year more equitable and to personalise teaching. The reform is based on blended learning with flipped classroom organized into a four-week cycles of different activities. Each cycle corresponds to a learning module...
2015: Studies in Health Technology and Informatics
https://www.readbyqxmd.com/read/26030378/flipping-the-classroom-with-adaptive-learning-technology
#9
Chaoyan Dong, Neel Sharma
No abstract text is available yet for this article.
2015: Medical Teacher
https://www.readbyqxmd.com/read/26009948/the-flipped-classroom-for-medical-students
#10
Helen Morgan, Karen McLean, Chris Chapman, James Fitzgerald, Aisha Yousuf, Maya Hammoud
BACKGROUND: The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. METHODS: Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session...
June 2015: Clinical Teacher
https://www.readbyqxmd.com/read/26593859/assessment-of-learning-gains-in-a-flipped-biochemistry-classroom
#11
Deanna Dahlke Ojennus
The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format.
January 2016: Biochemistry and Molecular Biology Education
https://www.readbyqxmd.com/read/26804940/the-evidence-for-flipping-out-a-systematic-review-of-the-flipped-classroom-in-nursing-education
#12
REVIEW
Vasiliki Betihavas, Heather Bridgman, Rachel Kornhaber, Merylin Cross
BACKGROUND: The flipped classroom has generated interest in higher education providing a student-centred approach to learning. This has the potential to engage nursing students in ways that address the needs of today's students and the complexity of contemporary healthcare. Calls for educational reform, particularly in healthcare programs such as nursing, highlight the need for students to problem-solve, reason and apply theory into practice. The drivers towards student-based learning have manifested in team, problem and case-based learning models...
March 2016: Nurse Education Today
https://www.readbyqxmd.com/read/26847257/flipped-classrooms-and-student-learning-not-just-surface-gains
#13
Sarah McLean, Stefanie M Attardi, Lisa Faden, Mark Goldszmidt
The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies...
March 2016: Advances in Physiology Education
https://www.readbyqxmd.com/read/27073287/research-perspectives-and-recommendations-on-implementing-the-flipped-classroom
#14
Cristina Rotellar, Jeff Cain
Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation...
March 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/27026786/the-future-of-medical-education-flipping-the-classroom-and-education-technology
#15
Dustyn E Williams
No abstract text is available yet for this article.
2016: Ochsner Journal
https://www.readbyqxmd.com/read/27046401/using-the-flipped-classroom-to-bridge-the-gap-to-generation-y
#16
Veronica Gillispie
BACKGROUND: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts...
2016: Ochsner Journal
https://www.readbyqxmd.com/read/27073284/student-performance-in-a-pharmacotherapy-oncology-module-before-and-after-flipping-the-classroom
#17
John B Bossaer, Peter Panus, David W Stewart, Nick E Hagemeier, Joshua George
Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation...
March 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/27073286/impact-of-flipped-classroom-design-on-student-performance-and-perceptions-in-a-pharmacotherapy-course
#18
Cathy L Koo, Elaine L Demps, Charlotte Farris, John D Bowman, Ladan Panahi, Paul Boyle
Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered self-assessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course...
March 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/27105742/writing-on-the-board-as-students-preferred-teaching-modality-in-a-physiology-course
#19
Chris Armour, Stephen D Schneid, Katharina Brandl
The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86...
June 2016: Advances in Physiology Education
https://www.readbyqxmd.com/read/27115451/the-flipped-learning-approach-in-nursing-education-a-literature-review
#20
Carmen Rosa Presti
BACKGROUND: This integrative review examines the application of the pedagogical methodology-the flipped classroom-in nursing education. METHOD: A literature search of the CINAHL, ERIC, and the National Library of Medicine (PubMed and MEDLINE) databases was conducted, using the following key words: flipped classroom, inverted classroom, and nursing education. RESULTS: Results of a literature search yielded 94 articles, with 13 meeting the criteria of the flipped classroom approach in nursing education...
May 1, 2016: Journal of Nursing Education
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