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Flipping classroom

Maria Alessandra Sotgiu, Vittorio Mazzarello, Pasquale Bandiera, Roberto Madeddu, Andrea Montella, Bernard Moxham
Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia", whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy...
January 31, 2019: Anatomical Sciences Education
Mi-Kyoung Cho, Mi Young Kim
OBJECTIVES: The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. METHODS: This study used a nonequivalent comparison group pretest-posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped-mastery classroom model and flipped-mastery practicum model) in clinical practicum nursing education...
January 29, 2019: International Journal of Nursing Practice
Michael Kraft, Aaron Sayfie, Katherine Klein, Larry Gruppen, Leslie Quint
RATIONALE AND OBJECTIVES: The aims of our study were (1) to describe a new educational intervention for first-year medical students that gave a substantial, early exposure to radiology and (2) to examine how this early exposure was received by the students. MATERIALS AND METHODS: Our new curriculum incorporated a new 2-week course very early in the M1 year entitled Foundations of Diagnostics and Therapeutics. Among other topics, the course included a substantial introduction to radiology primarily through small-group seminars and online materials, administered using a flipped-classroom approach...
June 2018: Academic Radiology
Hanne Maria Bingen, Simen A Steindal, Rune Krumsvik, Bodil Tveit
Nursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. The data from focus group interviews and students' reflective notes were analysed using a combination of systematic text condensation and activity systems analysis. In the students' activity system, three tensions were identified: tension between students' expectations and the teaching design, tension between a wish for more frequent attendance and being on their own and tension between the schedule and time needed...
January 12, 2019: Nurse Education in Practice
Hai-Yan Sun, Li-Hong Qiu, Fu-Liang Zhan, Ming Xue
PURPOSE: To apply Flipped classroom combined with case-based learning(CBL) in resident training of endodontics, in order to improve training efficiency. METHODS: Fifty-one residents from China Medical University, School of Stomatology were randomly divided into 2 groups, twenty-six students in the experimental group were trained with Flipped classroom combined with CBL, the other twenty-five students in the control group were trained with traditional teaching method...
October 2018: Shanghai Kou Qiang Yi Xue, Shanghai Journal of Stomatology
Lori A Stolz, Richard Amini, Elaine Situ-LaCasse, Josie Acuña, Steven C Irving, Lucas Friedman, Albert B Fiorello, Nicholas Stea, Heinrich Fan, Srikar Adhikari
Introduction The objectives of this study were to determine if a multimodular introductory ultrasound course improved emergency medicine intern confidence in performing a point-of-care ultrasound and if our educational objectives could be met with our chosen structure. Methods This is a prospective, observational study evaluating three consecutive incoming emergency medicine residency classes from three residency programs. A one-day introductory ultrasound course was delivered. The course consisted of 1) flipped classroom didactics, 2) in-person, case-based interactive teaching sessions, and 3) check-listed, goal-driven, hands-on instruction...
November 15, 2018: Curēus
Penelope Uther, Kerri-Anne Van Munster, Nancy Briggs, Susan O'Neill, Sean Kennedy
AIM: Both simulation and the flipped-classroom improve learning outcomes in medical education, with evidence emerging that they are effective in combination ('flipped-simulation'). Previous studies evaluating simulation in paediatrics have assessed efficacy for senior students. This study aimed to assess whether using flipped-simulation in early-phase medical student education would show similar benefits. METHODS: A flipped-simulation session was introduced into the earliest phase of the University of New South Wales Sydney's undergraduate medical program...
January 22, 2019: Journal of Paediatrics and Child Health
Tomás Hernández Ruipérez, María de Gracia Adánez Martínez, Luis María Muñoz Gimeno, José Luís Díaz Agea, María Del Carmen Hernández Murciano, César Leal Costa
No abstract text is available yet for this article.
2019: Emergencias: Revista de la Sociedad Española de Medicina de Emergencias
Tsung-Lan Chu, Jeng Wang, Lynn Monrouxe, Yu-Chih Sung, Chen-Li Kuo, Lun-Hui Ho, Yueh-E Lin
BACKGROUND: Evidence-based nursing (EBN) has been an important training mechanism for improving the quality of clinical care. At present, the pedagogy focuses on the application of e-learning and team-based learning to enhance learners' engagement and learning effectiveness. OBJECTIVES: This study applied the flipped classroom approach to conduct evidence-based nursing (EBN) teaching. The aim of this study is to elevate the learning effectiveness of the flipped classroom group to the traditional teaching group in terms of knowledge and self-efficacy in practice...
2019: PloS One
Karen Zwerneman, Luz Remy Tolentino, Jobeth Pilcher
No abstract text is available yet for this article.
January 2019: Nursing Management
Georgia Ann Dinndorf-Hogenson, Carrie Hoover, Jodi Lisbeth Berndt, Bethany Tollefson, Jennifer Peterson, Nichole Laudenbach
This descriptive study aimed to examine baccalaureate student psychomotor skill performance when given different methods of pre-skill lab preparation materials in a flipped classroom environment. Students utilized either a narrated video demonstration of the skill or a skill instruction sheet with photographic images as lab preparation materials. Psychomotor skill performance of insulin pen administration was evaluated. Results suggest the type of preparation methods used with the flipped classroom pedagogy does not significantly affect student performance on psychomotor skill acquisition...
December 18, 2018: Nursing Education Perspectives
Manu Gill, Elizabeth Andersen, Norma Hilsmann
OBJECTIVE: In this systematic review we describe best practices for teaching pharmacology to undergraduate baccalaureate nursing students based on the available evidence. Numerous teaching strategies employed in undergraduate pharmacology courses for nursing students have been summarized and compared for their impact on pharmacology knowledge retention, application of pharmacology theory to practice, and student satisfaction. Future directions for research are discussed. DESIGN: The review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for systematic reviews and meta-analyses...
December 7, 2018: Nurse Education Today
Hamde Nazar, Usmaan Omer, Zachariah Nazar, Andy Husband
OBJECTIVE: To describe the implementation and assess the effect of a blended learning approach to teach pharmacy law. METHODS: Twenty didactic pharmacy law lectures were redeveloped to 9 h of flipped classroom sessions. Presession online videos delivered factual content created in-house. In-class activities explored the application and nuances of law through simulated cases. Stage 2 Pharmacy undergraduate students (n = 69) were administered the Community of Inquiry Survey, measuring the social, teaching and cognitive presence of online learning experiences across 34 items on a Likert scale 1-5 (1 = 'strongly agree', to 5 = 'strongly disagree')...
December 13, 2018: International Journal of Pharmacy Practice
Chaya Gopalan
Flipped teaching (FT) has caught educators' attention due to its success in engaging students through pre- and in-class activities. To learn if FT improved student performance, scores from the quizzes and exams of a fully flipped classroom with retrieval exercises were compared with those of five semesters of traditional lecture-based [unflipped (UF)] teaching in an undergraduate sophomore-level physiology course. Student attitude surveys were also evaluated. Student performance on both the quizzes and exams was significantly higher in the FT class in general compared with that of the UF teaching...
March 1, 2019: Advances in Physiology Education
Emily Ruedinger, Kristen Carlin, David Inwards-Breland, Carolyn A McCarty
PURPOSE: Practicing and resident pediatricians report inadequate skill in caring for adolescents, despite adolescents comprising roughly one-quarter of most general and subspecialty practices. This study examined the effectiveness of participation in an adolescent medicine rotation at improving pediatric residents' self-perceived skills and confidence across nine key adolescent health domains. We also evaluated the impact of didactic instruction during the rotation. METHODS: Resident and recent-graduate participants (n = 34) completed milestone-based self-assessment of their skill and confidence caring for adolescent patients in nine key adolescent health-related domains...
December 6, 2018: Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine
Minsun Kim, Sangho Roh, Jungjoon Ihm
PURPOSE: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. METHODS: 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion...
December 2018: Korean Journal of Medical Education
Tobias Dombrowski, Christian Wrobel, Stefan Dazert, Stefan Volkenstein
BACKGROUND: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience...
December 4, 2018: BMC Medical Education
Chien-Lin Kuo, Yeu-Hui Chuang
Stimulating learning motivation and enhancing learning effectiveness are particularly difficult challenges for nursing educators in educating Generation Z learners, who are part of the first generation of true "digital natives". In response, teachers are beginning to integrate gamification techniques into their classrooms in order to motivate classroom participation and to conduct learning evaluation. Kahoot is a free, online quiz platform and instant feedback system that helps teachers create a fun competitive-gaming environment...
December 2018: Hu Li za Zhi the Journal of Nursing
Hui-Man Huang, Su-Fen Cheng
The ultimate purpose of education is to provide students with the skills and motivation necessary for lifelong learning. Students with lifelong learning abilities are better able to continue improving their professional core competencies, especially in terms of problem solving and clinical reasoning. Prior to enhancing lifelong learning abilities, students must learn self-directed learning. Studies have shown that flipped classroom learning has the potential to improve self-directed learning. Flipped classroom teaching requires prerecorded lectures, strengthened teacher-student interaction, and assisting students to learn in-depth...
December 2018: Hu Li za Zhi the Journal of Nursing
Su-Fen Cheng
The 21st century is an era of information, technology, knowledge application, innovation, and globalization. The purpose of education is not only to provide knowledge but also to extend knowledge across many disciplines and national and ethnic boundaries. Education requires teachers to guide students to expand the depth and breadth of their learning and to make global connections. The Executive Yuan's 2017 white paper on vocational education stresses that people in the technical and vocational education fields must adopt innovative thinking, be innovative in practice, and be prepared to engage in interdisciplinary collaboration...
December 2018: Hu Li za Zhi the Journal of Nursing
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