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Classroom flipping

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7 papers 0 to 25 followers
Richard Pierce, Jeremy Fox
OBJECTIVE: To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. DESIGN: Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures...
December 12, 2012: American Journal of Pharmaceutical Education
Johnathan D Tune, Michael Sturek, David P Basile
The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period...
December 2013: Advances in Physiology Education
Neel Sharma, C S Lau, Iain Doherty, Darren Harbutt
Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy...
April 2015: Medical Teacher
Jacqueline E McLaughlin, Mary T Roth, Dylan M Glatt, Nastaran Gharkholonarehe, Christopher A Davidson, LaToya M Griffin, Denise A Esserman, Russell J Mumper
Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies...
February 2014: Academic Medicine: Journal of the Association of American Medical Colleges
Viji Kurup, Denise Hersey
PURPOSE OF REVIEW: Educators in the specialty of anesthesiology are facing a number of challenges. A new generation of residents are entering the specialty and they have unique learning styles and expectations. The new duty hour regulations also encroach on the time available to the residents for education. In the last decade, a number of models for teaching and learning have been proposed to tackle these issues. RECENT FINDINGS: Recent research has looked at learning gains and acceptability of online material in medical education as well as specific models that can be implemented to address the challenges...
December 2013: Current Opinion in Anaesthesiology
Catharine M Critz, Diane Knight
A flipped classroom is a pedagogical model that involves having students view online lectures, read current evidence-based articles, and complete text readings prior to class. Students then come to class ready to actively engage in collaborative learning through case scenarios, small group discussion, or other meaningful, interactive activities. The flipped classroom model described here was an overwhelming success for both students and faculty.
September 2013: Nurse Educator
Charles G Prober, Salman Khan
The authors propose a new model for medical education based on the "flipped classroom" design. In this model, students would access brief (~10 minute) online videos to learn new concepts on their own time. The content could be viewed by the students as many times as necessary to master the knowledge in preparation for classroom time facilitated by expert faculty leading dynamic, interactive sessions where students can apply their newly mastered knowledge.The authors argue that the modern digitally empowered learner, the unremitting expansion of biomedical knowledge, and the increasing specialization within the practice of medicine drive the need to reimagine medical education...
October 2013: Academic Medicine: Journal of the Association of American Medical Colleges
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