Tag : flipped classroom

MANUSCRIPT: Flipping Radiology Education Right Side Up

RATIONALE AND OBJECTIVES: In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the

ABSTRACT: The “Flipped Classroom” Model for Teaching in the Intensive Care Unit

INTRODUCTION: The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies.

New Publication: “The Rise and Stall of eLearning: Best Practices for Technology-Supported Education”

The following editorial was recently published at J Contin Educ Nurs. 2015 Jul;46(7):292-4. Please contact me directly if you are interested in obtaining a pdf of the article. --- The Rise and Stall of eLearning: Best Practices for Technology-Supported Education “eLearning” is a commonly used term in education today, but what does it mean? This

ABSTRACT: udiovisual preconditioning enhances the efficacy of an anatomical dissection course: A randomised study

The benefits of incorporating audiovisual materials into learning are well recognised. The outcome of integrating such a modality in to anatomical education has not been reported previously. The aim of this randomised study was to determine whether audiovisual preconditioning is a useful adjunct to learning at an upper limb dissection

MANUSCRIPT: Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge.

BACKGROUND: Differential diagnosis is a crucial skill for primary care physicians. General practice plays an increasing important role in undergraduate medical education. Via general practice, students may be presented with an overview of the whole spectrum of differential diagnosis in regard to common symptoms encountered in primary care. This project evaluated

RESOURCE: Using Active Learning More Important than Flipping the Classroom

An active learning approach produces the same student learning outcomes in both flipped and nonflipped classrooms, according to new research from Brigham Young University (BYU).In the flipped classroom model, students watch video lectures outside of class time and participate in active learning activities during class time. The approach has been

MANUSCRIPT: Evaluation of the flipped classroom approach in a veterinary professional skills course

BACKGROUND: The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom

Nursing Education Gets Flipped at the ANCC Annual Symposium on Continuing Nursing Education

The American Nurses Credentialing Center Demonstrates a Flipped Classroom for Nurse Educators this Summer SILVER SPRING, MD (June 23, 2014) — The American Nurses Credentialing Center (ANCC) launched its first flipped classroom with the 2014 ANCC Annual Symposium on Continuing Nursing Education, a pre-conference event to the Association for Nursing Professional
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RESOURCE: Flipped Classroom 2.0: Competency Learning With Videos

e flipped classroom model generated a lot of excitement initially, but more recently some educators — even those who were initial advocates — have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching