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Yang W, Zhang X, Chen X, Lu J, Tian F. Based case based learning and flipped classroom as a means to improve international students' active learning and critical thinking ability. BMC MEDICAL EDUCATION 2024; 24:759. [PMID: 39010040 PMCID: PMC11247815 DOI: 10.1186/s12909-024-05758-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 07/09/2024] [Indexed: 07/17/2024]
Abstract
BACKGROUND International student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers' team and students' attitude to the reform. METHODS The two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC. RESULTS Compared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students' ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode. CONCLUSIONS This teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students' in and out of class and online learning, enhance students' active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education.
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Affiliation(s)
- Wanjing Yang
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Xiaoyan Zhang
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Xinhuan Chen
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Jing Lu
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Fang Tian
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China.
- Department of Pathology and Forensic Medicine, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China.
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Mohseni S, Motlagh MK, Ashrafifard H, Rasti A. The effectiveness of the technology-enhanced flipped class on the learning and satisfaction of nursing students in the immunology course: A quasi-experimental study. NURSE EDUCATION TODAY 2024; 141:106314. [PMID: 39053324 DOI: 10.1016/j.nedt.2024.106314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2023] [Revised: 06/05/2024] [Accepted: 07/12/2024] [Indexed: 07/27/2024]
Abstract
BACKGROUND Health professions graduates are expected to have core competencies and the ability to provide safe, high-quality, patient-centered care. To guarantee this, active learning and learner-oriented learning approaches should be employed. OBJECTIVE This research was conducted to determine the effect of the technology-enhanced flipped classroom on the learning and satisfaction of nursing students in the medical immunology course. DESIGN Quasi-experimental study. SETTINGS AND PARTICIPANTS The participants were 80 nursing students recruited through convenience sampling from the Faculty of Nursing and Midwifery, Tehran University of Medical Sciences who were taking the medical immunology course. METHODS In the odd sessions, teaching was traditional, and in the even sessions was flipped. The tools of this study included a satisfaction questionnaire and a class test. Data were analyzed using descriptive statistics, paired t-test, and One-sample t-test by SPSS21. RESULTS Longitudinal analysis showed that there was no change in the level of students' learning in the traditional method over time but in the flipped classroom method, there was a positive effect in increasing students' learning. The comparison of students' average learning scores showed the average learning scores in the traditional approach increased from 10.049 to 10.590 But this difference was not statistically significant (P = 0.247). In the flipped classroom, the average learning scores increased from 7.745 to 10.440 which was significant (P < 0.001). The average score of students' satisfaction with the flipped classroom teaching method was 7.56 ± 1.81 and higher than the average level. CONCLUSION Technology-enhanced flipped classroom was effective in improving learning and high satisfaction of nursing students which shows that this approach is successful for teaching medical immunology to nursing students. This approach has the potential to be expanded to other nursing courses according to its correct application and implementation.
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Affiliation(s)
- Sahar Mohseni
- Students' Scientific Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Maryam Karbasi Motlagh
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran; Education Development Center, Tehran University of Medical Sciences, Tehran, Iran.
| | - Houra Ashrafifard
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Arezoo Rasti
- Department of Medical-Surgical nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
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Zhang D, Xiang J, Wei Y. Effects of flipped classroom teaching in anaesthesiology residents: a protocol for systematic review and meta-analysis. BMJ Open 2024; 14:e084362. [PMID: 38803261 PMCID: PMC11129030 DOI: 10.1136/bmjopen-2024-084362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2024] [Accepted: 05/15/2024] [Indexed: 05/29/2024] Open
Abstract
INTRODUCTION The flipped classroom teaching model is widely used in medical education and is indicated to be better than traditional lecture approaches in many medical specialties. Emerging studies have evaluated the effects of the flipped classroom teaching model on anaesthesiology residents. This protocol aims to perform a systematic review and meta-analysis to determine whether the flipped classroom teaching model is superior to traditional teaching methods for anaesthesiology residents. METHODS AND ANALYSIS Seven databases, including PubMed, Web of Science, EMBASE, the Cochrane Library, the China National Knowledge Infrastructure, Wanfang Data and the VIP database, will be systematically searched from their inception to 1 June 2024. Randomised controlled trials that compared the effects of flipped classrooms versus traditional teaching methods in anaesthesiology residents will be included. The primary outcome will be the theoretical knowledge score. The secondary outcomes will include skill scores and the proportion of anaesthesiology residents who preferred the flipped classroom model. RevMan V.5.4 software will be used to perform the statistical analysis. The Grading of Recommendation, Assessment, Development and Evaluation approach will assess the quality of evidence. ETHICS AND DISSEMINATION Ethical approval is not applicable to this protocol. The results of this study will be submitted to a peer-reviewed journal. PROSPERO REGISTRATION NUMBER CRD42024497935.
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Affiliation(s)
- Donghang Zhang
- Department of Anaesthesiology, West China Hospital, Sichuan University, Chengdu, Sichuan, China
| | - Jiaxin Xiang
- Department of Anaesthesiology, Weill Cornell Medicine, New York, New York, USA
| | - Yiyong Wei
- Department of Anaesthesiology, Longgang District Maternity & Child Healthcare Hospital of Shenzhen City (Longgang Maternity and Child Institute of Shantou University Medical College), Shenzhen, Guangdong, China
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Guo Y, Wang X, Gao Y, Yin H, Ma Q, Chen T. Flipped online teaching of histology and embryology with design thinking: design, practice and reflection. BMC MEDICAL EDUCATION 2024; 24:388. [PMID: 38594653 PMCID: PMC11005191 DOI: 10.1186/s12909-024-05373-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 03/29/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Flexible hybrid teaching has become the new normal of basic medical education in the postepidemic era. Identifying ways to improve the quality of curriculum teaching and achieve high-level talent training is a complex problem that urgently needs to be solved. Over the course of the past several semesters, the research team has integrated design thinking (DT) into undergraduate teaching to identify, redesign and solve complex problems in achieving curriculum teaching and professional talent training objectives. METHODS This study is an observational research. A total of 156 undergraduate stomatology students from Jining Medical University in 2021 were selected to participate in two rounds of online flipped teaching using the design thinking EDIPT (empathy, definition, idea, prototype, and test) method. This approach was applied specifically to the chapters on the respiratory system and female reproductive system. Data collection included student questionnaires, teacher-student interviews, and exam scores. GraphPad Prism software was used for data analysis, and the statistical method was conducted by multiple or unpaired t test. RESULTS According to the questionnaire results, the flipped classroom teaching design developed using design thinking methods received strong support from the majority of students, with nearly 80% of students providing feedback that they developed multiple abilities during the study process. The interview results indicated that teachers generally believed that using design thinking methods to understand students' real needs, define teaching problems, and devise instructional design solutions, along with testing and promptly adjusting the effectiveness through teaching practices, played a highly positive role in improving teaching and student learning outcomes. A comparison of exam scores showed a significant improvement in the exam scores of the class of 2021 stomatology students in the flipped teaching chapters compared to the class of 2020 stomatology students, and this difference was statistically significant. However, due to the limitation of the experimental chapter scope, there was no significant difference in the overall course grades. CONCLUSION The study explores the application of design thinking in histology and embryology teaching, revealing its positive impact on innovative teaching strategies and students' learning experience in medical education. Online flipped teaching, developed through design thinking, proves to be an effective and flexible method that enhances student engagement and fosters autonomous learning abilities.
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Affiliation(s)
- Yan Guo
- College of Basic Medicine, Jining Medical University, 133 Hehua Road, Jining, 272067, China
| | - Xiaomei Wang
- College of Basic Medicine, Jining Medical University, 133 Hehua Road, Jining, 272067, China
| | - Yang Gao
- College of Basic Medicine, Jining Medical University, 133 Hehua Road, Jining, 272067, China
| | - Haiyan Yin
- College of Basic Medicine, Jining Medical University, 133 Hehua Road, Jining, 272067, China
| | - Qun Ma
- College of Basic Medicine, Jining Medical University, 133 Hehua Road, Jining, 272067, China
| | - Ting Chen
- Academic Affair Office, Jining Medical University, 133 Hehua Road, Jining, 272067, China.
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Bayer N, Fishman EK, Rowe SP, Chu LC, Lugo-Fagundo E. The Importance of Experiential Learning in Inspiring and Preparing the Next Generation. J Am Coll Radiol 2023:S1546-1440(23)01038-4. [PMID: 38157953 DOI: 10.1016/j.jacr.2023.12.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Revised: 12/15/2023] [Accepted: 12/21/2023] [Indexed: 01/03/2024]
Affiliation(s)
- Nick Bayer
- CEO and founder, Saxbys Coffee, Philadelphia, Pennsylvania
| | - Elliot K Fishman
- Division Chief, Diagnostic Division, The Russell H. Morgan Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Steven P Rowe
- Department of Radiology, University of North Carolina, Chapel Hill, North Carolina
| | - Linda C Chu
- Associate Division Chief, Diagnostic Division, The Russell H. Morgan Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland.
| | - Elias Lugo-Fagundo
- The Russell H. Morgan Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland
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Thompson CP, Hughes MA. The Effectiveness of Spaced Learning, Interleaving, and Retrieval Practice in Radiology Education: A Systematic Review. J Am Coll Radiol 2023; 20:1092-1101. [PMID: 37683816 DOI: 10.1016/j.jacr.2023.08.028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 08/28/2023] [Accepted: 08/30/2023] [Indexed: 09/10/2023]
Abstract
PURPOSE Radiology is a highly complex field that requires mastery over an ever-expanding body of knowledge. Spaced learning, interleaving, and retrieval practice are evidence-based learning strategies that enhance long-term retention of information. The aim of this systematic review is to assess the effectiveness of these interventions in the setting of radiology education. METHODS The authors searched MEDLINE, Embase, PsycInfo, ERIC, and forward and backward citations for studies published between database inception and February 19, 2023. Eligibility criteria for included studies were randomized and quasi-randomized controlled trials that investigated the impact of spaced, interleaved, or retrieval practice on knowledge retention of medical trainees after education related to medical imaging as assessed by postinterventional examination scores. RESULTS Of 1,316 records reviewed, 8 studies met eligibility criteria. Two studies investigated spaced learning, two studies interleaving, and six studies retrieval practice, including two trials that evaluated interventions incorporating both spaced learning and retrieval practice. Five of eight studies reported statistically significant differences between interventional and control groups on either immediate or delayed postinterventional examinations. CONCLUSIONS Despite extensive evidence in support of spaced, interleaved, and retrieval practice within the broader literature, few studies have examined the effectiveness of these strategies in radiology education. Additional trials are required to evaluate the usefulness of incorporating these techniques into educational programs related to medical imaging.
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Affiliation(s)
- Cole P Thompson
- Department of Radiology, University of California, San Diego, San Diego, California.
| | - Marion A Hughes
- Associate Director of the Diagnostic Radiology Residency Program, Associate Medical Director - Faculty Development, Department of Radiology, University of Pittsburgh Medical Center, Pittsburgh, Pennsylvania
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Tung EL, Matalon SA. Study Smarter: Applying the Science of Learning to Radiology. J Am Coll Radiol 2023; 20:1084-1091. [PMID: 37634793 DOI: 10.1016/j.jacr.2023.04.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 04/15/2023] [Accepted: 04/26/2023] [Indexed: 08/29/2023]
Abstract
Lifelong learning is critical to a successful career in radiology, but many learners use inefficient or ineffective studying strategies developed from personal experience. Decades of cognitive psychology research have identified several techniques that consistently improve knowledge consolidation and retrieval. To improve their knowledge and ultimately patient care, radiologists should strive to understand and adopt these learning techniques. The first part of this article reviews several evidence-based learning principles, including active retrieval and the testing effect, spaced repetition, interleaving, deliberate practice, and growth mind-set. The second part provides practical suggestions on how to incorporate these principles into radiology learning, both during training and beyond.
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Affiliation(s)
- Eric L Tung
- Chief Resident, Department of Radiology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts.
| | - Shanna A Matalon
- Radiology Residency Associate Program Director, Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts. https://twitter.com/ShannaMatalonMD
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Van Haute M, Monzon JD. Examination performance with flipped classroom as instructional strategy in the carbohydrate metabolism course unit at a Philippine medical school: Estimation of average treatment effect from observational data. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:428-438. [PMID: 37148496 DOI: 10.1002/bmb.21740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 04/03/2023] [Accepted: 04/18/2023] [Indexed: 05/08/2023]
Abstract
While the innovativeness of the flipped classroom (FC) approach promotes active participation and higher-order thinking among students, there are concerns about its effectiveness in terms of knowledge retention. Currently, there are no studies involving medical school biochemistry that evaluate this aspect of effectiveness. Thus, we conducted a historical control study that analyzed observational data from two freshman batches of the Doctor of Medicine program in our institution. Class 2021 (n = 250) served as the traditional lecture (TL) group while Class 2022 (n = 264) served as the FC group. Data on relevant observed covariates (age, sex, National Medical Admission Test or NMAT score, undergraduate degree) and the outcome variable (carbohydrate metabolism course unit examination percentage scores, as indicator of knowledge retention) were included in the analysis. Propensity scores were calculated using logit regression conditional on these observed covariates. Afterwards, 1:1 nearest-neighbor propensity score matching (PSM) was performed to produce an estimated average treatment effect (ATE) measure afforded by FC (as adjusted mean difference in examination scores between the two batches), balancing on the covariates. Nearest-neighbor matching using the calculated propensity scores effectively balanced the two groups (standardized bias <10%), producing 250 matched student-pairs that received either TL or FC. Following PSM, the FC group was found to have a significantly higher adjusted mean examination score compared to the TL group (adjusted mean difference = 5.62%, 95% CI: 2.54%, 8.72%; p < 0.001). Using this approach, we were able to demonstrate benefit of FC over TL in terms of knowledge retention, as reflected by the estimated ATE.
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Affiliation(s)
- Michael Van Haute
- Department of Biochemistry, De La Salle Medical and Health Sciences Institute-College of Medicine, Dasmariñas, Philippines
| | - Jan David Monzon
- Department of Biochemistry, De La Salle Medical and Health Sciences Institute-College of Medicine, Dasmariñas, Philippines
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Sailer A, Vijan A, Silva AM, Solomon N. Becoming a Successful Radiologist: Toolbox for Supplementing Radiology Education in the Digital Age. Radiographics 2023; 43:e220201. [PMID: 37167090 DOI: 10.1148/rg.220201] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Affiliation(s)
- Anne Sailer
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| | - Antariksh Vijan
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| | - Annelise M Silva
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| | - Nadia Solomon
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
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Wachsman U, Shelef I, Lior Y, Ben-Arie G. The impact of interactive clinically-based learning on the performance of medical students in radiology. Eur J Radiol Open 2023; 10:100493. [PMID: 37252005 PMCID: PMC10209798 DOI: 10.1016/j.ejro.2023.100493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 05/11/2023] [Accepted: 05/16/2023] [Indexed: 05/31/2023] Open
Abstract
Objectives The purpose of this study is to evaluate the effectiveness of changing the teaching method in the radiology course at a medical school from lecture-based learning to clinically case-based learning using interactive methods, with the aim to improve undergraduate radiology education and students' diagnostic abilities. Methods During the 2018-2019 academic year, we compared the achievements of medical students in the radiology course. Teaching in the first year was primarily conducted through conventional lectures (traditional course; TC), while in the following year, a case-based teaching approach along with an interactive web application called "Nearpod" (clinically-oriented course; COC) was employed to motivate student participation. The student knowledge assessments were composed of identical post-test questions, which included five images of common diagnoses. The results were compared using Pearson's Chi-Square test or Fisher Exact Test. Results There were 72 students who answered the post-test in the first year and 55 students responded in the second year. Post-test student achievements following the methodological changes were significantly higher as compared with the control group in the total grade (65.1 ± 21.5 vs. 40.8 ± 19.1, p < 0.001). An improvement in the identification rates of all assessed cases was noticed, with the most prominent improvement in pneumothorax recognition (4.2% vs. 61.8%, p < 0.001). Conclusion Teaching radiology using clinical case-based teaching methods combined with web-based interactive applications like Nearpod results in significant improvements in identifying key imaging pathologies when compared to traditional teaching methods. This approach has the potential to enhance radiology learning and better prepare students for their future roles as clinicians.
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Kneissl SM, Tichy A, Mitlacher SF. Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones. Animals (Basel) 2023; 13:ani13091540. [PMID: 37174577 PMCID: PMC10177558 DOI: 10.3390/ani13091540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 04/29/2023] [Accepted: 05/01/2023] [Indexed: 05/15/2023] Open
Abstract
In a flipped classroom, learners study at home and do the 'homework' in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitate deeper learning. To implement a flipped classroom, a bumpy incremental change process characterized by periods of relative stillness punctuated by the acceleration of pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text and selected image examples before class. Only for the randomly selected students in the flipped classroom (FC) was this content amended with purposeful audio content and concrete tasks. Further, FC learners discussed their opinions in an online class forum. To measure the educational change, a pre- and post-class formative test and a standardized questionnaire for students in the FC versus in the traditional classroom (TC) were performed. To assess engagement, students were invited to measure all learning activities, categorized into attendance, or self-study. The educational change project resulted in more commitment and less resistance from teachers. The FC consisted of 20 students, while the TC had 40. The mean pre-class scores difference between FC students and TC students was +1.7/20 points, and the mean post-class scores difference was +3/20 points. The chance of answering item 10 of the formative test (describe site of the fracture) correctly was about seven times higher for FC compared to TC learners (OR = 6.96; p = 0.002). The questionnaire revealed more satisfaction and greater task value in the FC compared to TC (p = 0.048). FC students invested 21 h into the course on average, while TC students invested 16 h. The results of this pilot agree with previous reports: A transparent process was helpful to initiate mainly positive interactions between teachers and students. Higher scores, higher chance to give the correct answer, greater task value, and more positive emotions are observed in the FC compared to the TC. Higher measures of learning time are not expected to affect exam results but indicate more engagement.
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Affiliation(s)
- Sibylle Maria Kneissl
- Diagnostic Imaging, Department for Companion Animals and Horses, University of Veterinary Medicine, 1210 Vienna, Austria
| | - Alexander Tichy
- Platform Bioinformatics and Biostatistics, Department for Biomedical Services, University of Veterinary Medicine, 1210 Vienna, Austria
| | - Sophie Felicia Mitlacher
- eLearning and New Media, Vicerectorate for Teaching Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine, 1210 Vienna, Austria
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Wang Y, Ng TSC, Palmer EL. Reflections on radiology education: Keeping up with the future. Clin Imaging 2023; 98:8-10. [PMID: 36965378 DOI: 10.1016/j.clinimag.2023.03.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 02/17/2023] [Accepted: 03/13/2023] [Indexed: 03/27/2023]
Affiliation(s)
- Yingbing Wang
- Massachusetts General Hospital, Department of Radiology, 55 Fruit Street, Boston, MA 02114, United States of America.
| | - Thomas S C Ng
- Massachusetts General Hospital, Department of Radiology, 55 Fruit Street, Boston, MA 02114, United States of America
| | - Edwin L Palmer
- Massachusetts General Hospital, Department of Radiology, 55 Fruit Street, Boston, MA 02114, United States of America
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Gutiérrez-González R, Zamarron A, Royuela A, Rodriguez-Boto G. Flipped classroom applied to Neurosurgery in undergraduate medical education. BMC MEDICAL EDUCATION 2023; 23:170. [PMID: 36935485 PMCID: PMC10026516 DOI: 10.1186/s12909-023-04158-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Accepted: 03/14/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE To compare the academic achievement obtained in Neurosurgery in a class of undergraduate students according to the pedagogical methodology employed: flipped classroom (FC) versus traditional lecture. Students' satisfaction with the FC model is also analyzed. METHODS A quasi-experimental study was designed. The traditional lecture was the pedagogical method employed in teaching units (TUs) 1, 2, and 3 (61, 60, and 66 enrolled students, respectively), whereas TU 4 (69 enrolled students) used the FC methodology. RESULTS The dropout rate was lower, whereas the academic achievement and the rate of correct answers were higher in TU 4 compared to the rest of the TUs, but these results were not statistically significant. However, the mean score obtained in Neurosurgery was significantly higher in TU 4 compared to the rest of the TUs (p = 0.042). Active learning activities based on clinical cases were positively emphasized. The main weakness was with the time consumed for video-recorded lecture viewing. CONCLUSIONS The FC approach showed better academic results than traditional lectures when comparing students in the same Medical School during the same academic year undergoing the same exam. The students rated the FC approach positively, considering it stimulating and useful for learning.
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Affiliation(s)
- R Gutiérrez-González
- Department of Neurosurgery, Puerta de Hierro University Hospital, IDIPHISA, Manuel de Falla 1, 28222 Majadahonda-Madrid, Spain
- Department of Surgery, Faculty of Medicine, Autonomous University of Madrid, Arzobispo Morcillo 4, 28029 Madrid, Spain
| | - A Zamarron
- Department of Neurosurgery, Puerta de Hierro University Hospital, IDIPHISA, Manuel de Falla 1, 28222 Majadahonda-Madrid, Spain
| | - A Royuela
- Biostatistics Unit Puerta de Hierro University Hospital - IDIPHISA, CIBERESP, Madrid. Manuel de Falla 1, 28222 Majadahonda-Madrid, Spain
| | - G Rodriguez-Boto
- Department of Surgery, Faculty of Medicine, Autonomous University of Madrid, Arzobispo Morcillo 4, 28029 Madrid, Spain
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Affiliation(s)
- Theresa C McLoud
- From the Department of Radiology, Harvard Medical School, Massachusetts General Hospital, 55 Fruit St, MZ-FND 216, Boston, MA 02114-2696 (T.C.M.); and Department of Radiology, Mayo Clinic College of Medicine and Science, Mayo Clinic Florida, Jacksonville, Fla (B.P.L.)
| | - Brent P Little
- From the Department of Radiology, Harvard Medical School, Massachusetts General Hospital, 55 Fruit St, MZ-FND 216, Boston, MA 02114-2696 (T.C.M.); and Department of Radiology, Mayo Clinic College of Medicine and Science, Mayo Clinic Florida, Jacksonville, Fla (B.P.L.)
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Khanittanuphong P, Iamthanaporn K, Bvonpanttarananon J. The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:885. [PMID: 36539732 PMCID: PMC9765370 DOI: 10.1186/s12909-022-03959-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The flipped classroom (FC) is a well-known active learning module that activates the prior knowledge of students and promotes their cognitive skills during in-class activities. However, most on-site teaching during the COVID-19 pandemic had to be conducted online. The FC in our rehabilitation medicine clerkship curriculum was also shifted to online asynchronous lectures (OLs), without real-time interactions. There is no previous comparison of effectiveness between these two methods. Therefore, this study aimed to compare learning outcomes and student satisfaction in both FC and OL models. METHODS The study design was a historically controlled study. A physical modality was chosen for the content. The FC group (n = 233), in the academic years 2018 and 2019, was assigned to perform a pre-class activity consisting of reading study materials. Thereafter, the in-class activity comprised a small-group case-based discussion. The OL group (n = 240) in the academic years 2020 and 2021 followed an online model during the COVID-19 lockdown. They were also asked to read the online materials and then watch a self-paced recorded lecture video on Learning Management Systems. The learning outcomes, including their multiple-choice questions (MCQs) scores, final exam scores, grade points, and letter grades, were evaluated. Their overall course satisfaction ratings were also collected. RESULTS The OL group had an overall higher MCQ score for the physical modality portion than the FC group (p = 0.047). The median (lower quartile, upper quartile) of the total 50-MCQ scores were 34 (31, 37) in the OL group and 33 (29, 36) in the FC group (p = 0.007). The median final exam scores of the OL and FC groups were 69.5 and 68.3, respectively (p = 0.026). The median grade points and the letter grades were not significantly different between the groups. The proportions of satisfaction were significantly higher in the FC group than in the OL group. CONCLUSIONS The OL group revealed significantly higher learning outcomes than the FC group. However, the FC group showed more satisfaction with interactivity than the OL group. The authors are of the view that a combination of both FC and OL methods will likely result in better outcomes.
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Affiliation(s)
- Phichamon Khanittanuphong
- Department of Rehabilitation Medicine, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand.
| | - Khanin Iamthanaporn
- Department of Orthopedics, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand
| | - Jongdee Bvonpanttarananon
- Department of Orthopedics, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla, Thailand
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Zhang W, Gu J, Li F, Feng F, Chen H, Xing X, Liu L. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). MEDICAL EDUCATION ONLINE 2022; 27:2013405. [PMID: 34898400 PMCID: PMC8676640 DOI: 10.1080/10872981.2021.2013405] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 10/20/2021] [Accepted: 11/29/2021] [Indexed: 06/14/2023]
Abstract
AIMS The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Objective Structured Clinical Examinations (OSCE). METHODS In the teaching of clinical skills, the students were further grouped into two groups- A and B (A = 37, B = 42), using a computer-based random digital method. group A adopted the traditional classroom (TC) model, and group B adopted the FC model. OSCE was used to assess the clinical skills of the two groups of interns. Two independent sample t-test was used to analyze the difference of participant's demographic data and OSCE scores between the two different teaching model. We sent FC questionnaires to group A and OSCE questionnaires to groups A and B. RESULTS The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P < 0.050), lung physical examination (P < 0.050), and abdominal physical examination (P < 0.050). The result of the FC questionnaires showed that regarding online courses, most students in group B thought watching videos was a good way to prepare for class (97.6%), For offline courses, most medical interns said that it enhanced their learning ability (88.1%), and they could accept this form of teaching (85.7%). As for the form of OSCE questionnaires, most people in group A and B said that they knew more about this form of assessment (81.0%), that it truly reflected the clinical ability (82.3%). CONCLUSIONS FC model has shown good results in clinical skills training, while FC and OSCE can be further promoted in future teaching and assessment.
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Affiliation(s)
- Weihao Zhang
- Department of Gastroenterology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Jiaoyang Gu
- Department of Gastroenterology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Fan Li
- Department of Neurology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Feifei Feng
- Department of Respiration, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Huiqiang Chen
- Department of Cardiology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Xiaowei Xing
- Department of Cardiology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Lan Liu
- Department of Gastroenterology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
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Singh VP, Ramakrishna A, Sinha N, Khandelwal B, Joseph N, Barua P. Perception of health care students towards lectures as a teaching and learning method in the COVID era - A multicentric cross-sectional study from India. F1000Res 2022; 11:665. [PMID: 36339975 PMCID: PMC9623191 DOI: 10.12688/f1000research.110100.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/07/2022] [Indexed: 11/05/2022] Open
Abstract
The sudden precipitation of the pandemic forced undergraduates to take refuge at home, deserting the campus. Consequently, the age-old classroom in person teaching-learning (T-L) method shifted and lessons had to be conducted online. In previous decades, archetypical classroom lectures survived a lot of criticism in the face of the quasi-passive nature of T-L methodology. There are very few studies that reflect undergraduate students' perceptions of lectures. This study aimed to evaluate undergraduate students' perceptions of lectures using an online questionnaire with 13 items, which was circulated to undergraduate students of medical, physiotherapy, and nursing courses in three settings at different locations of private and public health schools. There was a total of 877 responses. The surveyed students were in favor of lectures and considered them indispensable for undergraduate learning. They preferred it as a kind of organized learning through the teacher's own experiences. Our study suggests that it is not the 'lecture' that requires mending but possibly teachers require better training, application of effective audio-visual aids, and innovative techniques to sustain students' interest in the class.
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Affiliation(s)
- Vijay Pratap Singh
- Department of Physiotherapy, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India,
| | - Anand Ramakrishna
- Department of Respiratory Medicine & Medical Education, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India
| | - Neloy Sinha
- Department of Dermatology, College of Medicine and JNM Hospital, West Bengal, Kalyani, India
| | - Bidita Khandelwal
- Department of Medicine, Sikkim Manipal Institute of Medical Sciences, Sikkim Manipal University, Gangtok, India
| | - Nitin Joseph
- Department of Community Medicine, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India
| | - Purnima Barua
- Department of Microbiology, Jorhat Medical College, Jorhat, Assam, India
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Peng W, Xiong Y, Wei J, Chen X, Huai W, He S, Liu D, Tian X, Tang S, Chen Y. Flipped classroom improves student learning outcome in Chinese pharmacy education: A systematic review and meta-analysis. Front Pharmacol 2022; 13:936899. [PMID: 36110553 PMCID: PMC9468658 DOI: 10.3389/fphar.2022.936899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 08/02/2022] [Indexed: 11/17/2022] Open
Abstract
Background: The application of flipped classroom (FC) pedagogy has recently become increasingly popular in Chinese pharmacy education. However, its effectiveness in improving student learning has not yet been assessed. This study aimed to evaluate the effects of teaching with such pedagogical approach by examining studies that compare the FC approach with the traditional lecture-based learning (LBL) module through a systematic review and meta-analysis. Methods: Seven databases, including the PubMed, EMBASE, Cochrane Library, China National Knowledge Infrastructure, Chinese Scientific Journals Database, Chinese Wanfang database, and China Biomedical Literature Database, were searched from the inception to 30 June 2021, to identify eligible articles of randomized controlled studies. The primary outcomes included the theoretical and experimental test scores, and the secondary outcomes were the results from questionnaires about the number of students who preferred the FC or endorsed its improving effects on their learning enthusiasm, self-learning ability, thinking skills, communication skills, and learning efficiency. The quantitative synthesis was conducted with Revman V.5.3 software following the Cochrane Reviewer’s Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Results: Eleven eligible studies published from 2017 to 2020 enrolling 1,200 students were included in this meta-analysis. The quantitative synthesis demonstrated that the FC module presented an overall more significant effectiveness over traditional LBL approach for Chinese pharmacy education in improving student academic performance as measured by theoretical test scores (SMD = 1.08, 95% CI: 0.60–1.56, p < 0.00001) and experimental test scores (MD = 6.62, 95% CI: 4.42–8.82, p < 0.00001). Further sub-group analysis revealed that the preferable effectiveness of FC was also evident in both theory-oriented (SMD = 0.77, 95% CI: 0.10–1.45, p < 0.00001) and experiments-oriented courses (MD = 6.52, 95% CI: 3.48–9.56, p < 0.00001) for both undergraduate (SMD = 0.84, 95% CI: 0.31–1.37, p < 0.00001) and 3-year junior-college students (MD = 8.17, 95% CI: 6.44–9.89, p < 0.00001). Additionally, analysis on the questionnaire outcomes revealed that more respondents preferred for FC and endorsed its improvement effects on developing students’ learning enthusiasm, self-learning ability, thinking skills, communication skills, and learning efficiency. Conclusion: Current evidence suggests that FC pedagogical approach can effectively improve student learning outcomes and is applicable to Chinese pharmacy education.
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Affiliation(s)
- Wei Peng
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Ying Xiong
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Jingwen Wei
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Xiuping Chen
- Institute of Chinese Medical Sciences, University of Macau, Macau, China
| | - Wenying Huai
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Sike He
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Dan Liu
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Xiaoping Tian
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
- *Correspondence: Xiaoping Tian, ; Songqi Tang, ; Yunhui Chen,
| | - Songqi Tang
- School of Chinese Medicine, Hainan Medical University, Macau, China
- *Correspondence: Xiaoping Tian, ; Songqi Tang, ; Yunhui Chen,
| | - Yunhui Chen
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
- *Correspondence: Xiaoping Tian, ; Songqi Tang, ; Yunhui Chen,
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Custer T, Wampler K, Lambing L, Sayles H, Michael K. Lecture, Online, Flipped, and Blended: A Mixed-Methods Study on Ultrasound Student Outcomes and Perceptions. JOURNAL OF DIAGNOSTIC MEDICAL SONOGRAPHY 2022. [DOI: 10.1177/87564793221106781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective: The purpose of this study was to examine the effects of course delivery methods on examination grades and student perceptions in a sonography course. Materials and Methods: The participant included all sonography students (n = 103), enrolled at a Midwestern university, during the academic years (AY) of 2010–2021. A retrospective, convergent mixed-methods design was used to collect and analyze data, related to the course delivery method. Results: The highest overall mean examination score and course satisfaction rating resulted from the blended learning format and the lowest mean examination scores and course satisfaction resulted from the flipped learning format. Conclusion: Health professions students are a diverse group of learners. Pedagogical practices should include course design and delivery methods which educate all learners. Courses that balance both face-to-face learning with opportunities for self-directed learning improve student satisfaction which could lead to improved student outcomes and provide the foundation for students to become competent health care professionals.
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Affiliation(s)
- Tanya Custer
- Department of Allied Health Professions Education, Research, & Practice, College of Allied Health Professions, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kathryn Wampler
- College of Allied Health Professions, Diagnostic Medical Sonography, University of Nebraska Medical Center, Omaha, NE, USA
| | - Lea Lambing
- Department of Medical Imaging and Therapeutic Sciences, Diagnostic Medical Sonography, College of Allied Health Professions, University of Nebraska Medical Center, Kearney, NE, USA
| | - Harlan Sayles
- Department of Biostatistics, College of Public Health, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kim Michael
- College of Allied Health Professions, Diagnostic Medical Sonography, University of Nebraska Medical Center, Omaha, NE, USA
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Litvinova TM, Budenkova EA, Babaskina LI, Glazkova IY, Babaskin DV. The Effectiveness of Flipped Classroom during the COVID-19 Pandemic in Higher Pharmaceutical Education. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.8495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND: Despite the apparent advantages of the flipped classroom model especially during a pandemic or natural or technogenic disasters, its overall effectiveness in higher medical and pharmaceutical education continues to be debated.
AIM: The goal of the study was to test the effectiveness and acceptability of using the flipped classroom model during the COVID-19 pandemic in higher pharmaceutical education based on the example of the “Pharmaceutical Marketing” discipline at Sechenov First Moscow State Medical University, Russia.
METHODS: The study involved 156 fourth-year pharmacy students. They were divided into three clusters: FC – studying in accordance with the flipped classroom model, FC+TBL – using the flipped classroom technology combined with the team-based method, and CC – studying by the traditional scheme (control). The study used the Unified educational portal of the Sechenov University. Additional elements were developed for the electronic educational and methodical complex for the studied section “Analysis of the marketing environment of a pharmaceutical organization.” The effectiveness of the flipped classroom model was evaluated through test control (entrance, formative, thematic, and final) and control of the development of skills and abilities in solving situational problems (thematic and final). The study participants’ attitude toward the use of the flipped classroom model was assessed through a survey.
RESULTS: The study demonstrated that students from the FC and FC+TBL clusters were significantly better prepared for practical lessons and worked more effectively and productively during these classes compared to the CC cluster students. The results of the final control also substantiate the advantages of the flipped classroom technology both in assessing practical skills and abilities and in testing. The opportunities for rational implementation of the complex technology (FC+TBL cluster) are identified.
CONCLUSIONS: The analysis of students’ general opinion on the flipped classroom model shows that 90.4% of the FC cluster members and 84.6% of the FC+TBL cluster members are satisfied with the results of using this model and consider it suitable for studying both the “Analysis of the marketing environment of a pharmaceutical organization” section and the entire pharmaceutical marketing course. Students’ positive feedback on the use of the flipped classroom model provides grounds for further implementation of this technology in the “Pharmaceutical Marketing” discipline in its entirety and demonstrates that further research on the use of other blended learning models is quite promising.
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COVID-19 and Virtual Medical Student Education. Acad Radiol 2022; 30:773-775. [PMID: 35667980 PMCID: PMC9021358 DOI: 10.1016/j.acra.2022.04.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 04/14/2022] [Indexed: 11/21/2022]
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Patil NS, Gunter D, Larocque N. The Impact of the COVID-19 Pandemic on Radiology Resident Education: Where Do We Go From Here? Acad Radiol 2022; 29:576-583. [PMID: 35033451 PMCID: PMC8610839 DOI: 10.1016/j.acra.2021.11.015] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Revised: 11/09/2021] [Accepted: 11/18/2021] [Indexed: 02/03/2023]
Abstract
The Coronavirus Disease of 2019 (COVID-19) pandemic caused a dramatic shift in radiology resident education. Primarily, physical distancing prompted a general transition to virtual learning. Common changes made by radiology residency programs included virtual rounds and readouts, the use of simulation technology, and case-based learning which utilized pedagogical approaches such as the flipped classroom for teaching residents. Virtual learning appears to be a suitable alternative to traditional, in-person learning, and may have a place post-pandemic as part of a blended curriculum with in-person and virtual components. The extent of disruption to radiology resident education varied based on the local impact of COVID-19 and the prevalence of redeployment, as did residents’ mental health and wellbeing. Accessibility of mental health resources for residents was highlighted as an issue that programs need to address during these difficult times. Moreover, the pandemic resulted in unavoidable reductions in procedural exposure which programs mitigated through the use of simulation technologies and virtual learning resources. Professional development activities such as mentorship and career planning were also dramatically impacted by the pandemic and remains a challenge that programs need to consider moving forward post-pandemic. The purpose of this review is to outline the changes made to radiology resident education as a result of the COVID-19 pandemic and suggest what changes may be worthwhile to continue.
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Affiliation(s)
- Nikhil S Patil
- Michael G Degroote School of Medicine, McMaster University, Hamilton, ON, Canada.
| | - Dane Gunter
- University College Cork School of Medicine, Cork, Ireland
| | - Natasha Larocque
- Department of Diagnostic Imaging, Hamilton General Hospital, Hamilton Health Sciences, McMaster University, Hamilton, ON, Canada
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Cai L, Li YL, Hu XY, Li R. Implementation of flipped classroom combined with case-based learning: A promising and effective teaching modality in undergraduate pathology education. Medicine (Baltimore) 2022; 101:e28782. [PMID: 35119043 PMCID: PMC8812661 DOI: 10.1097/md.0000000000028782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 01/20/2022] [Indexed: 01/04/2023] Open
Abstract
The popularity of flipped classroom (FC) is growing in medical education. However, the application of FC in pathology teaching has not been well explored. This study assessed the efficacy of FC combined with case-based learning (CBL) in undergraduate pathology education via comparison with a traditional lecture-based classroom (LBC).A total of 117 third-year students were enrolled and assigned to the FC group (n = 59) or LBC group (n = 58) with demographic matches. Two sections in the pathology textbook (cardiovascular and respiratory system diseases) were chosen for the teaching content. Students in the FC group were required to study the preprovided course materials pre-class, followed by clinical case-based interactive group discussion in-class. Students in the LBC group were encouraged to preview and attended a didactic lecture in class. Post-class quizzes and Likert questionnaires were performed to investigate the efficacy and possible advantages of CBL-based FC over LBC.The scores of the 2 groups in the mid-term examination of pathology before interventions were comparable. However, students in the FC group gained significantly higher scores in the post-quizzes than those in the LBC group, especially the scores regarding the questions of clinical case analysis. In the questionnaires, more students considered CBL-based FC to be beneficial to learning motivation, knowledge comprehension, critical thinking, patient management and teamwork than LBC. In addition, more students agreed that the FC model increased pre-class burden than LBC, rather than in-class pressure.CBL-based FC modality has promising effects on undergraduate pathology education and may be a better choice than traditional LBC. Further optimizations are needed to implement this novel approach in pathology and other medicine curricula.
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Affiliation(s)
- Li Cai
- Department of Pathology, School of Basic Medicine, Anhui Medical University, Hefei, Anhui Province, P.R. China
| | - Yan-li Li
- Department of Pathology, School of Basic Medicine, Anhui Medical University, Hefei, Anhui Province, P.R. China
| | - Xiang-yang Hu
- Department of Pathology, School of Basic Medicine, Anhui Medical University, Hefei, Anhui Province, P.R. China
| | - Rong Li
- Inflammation and Immune Mediated Diseases Laboratory of Anhui Province, School of Pharmacy, Anhui Medical University, Hefei, Anhui Province, P.R. China
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Awan OA. The Flipped Classroom: How to Do it in Radiology Education. Acad Radiol 2021; 28:1820-1821. [PMID: 34794728 DOI: 10.1016/j.acra.2021.02.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 02/15/2021] [Indexed: 11/16/2022]
Affiliation(s)
- Omer A Awan
- University of Maryland School of Medicine, 655 W Baltimore Street, Baltimore, MD 21201.
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Yang F, Lin W, Wang Y. Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship. BMC MEDICAL EDUCATION 2021; 21:276. [PMID: 33990199 PMCID: PMC8122572 DOI: 10.1186/s12909-021-02723-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 05/06/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). METHODS Sixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT. RESULTS Participants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. CONCLUSIONS This study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.
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Affiliation(s)
- Fuye Yang
- Department of Nephrology, The Second Affiliated Hospital, Zhejiang University School of Medicine, 31009, Hangzhou, Zhejiang, P.R. China.
| | - Wanbing Lin
- Department of Nephrology, The Second Affiliated Hospital, Zhejiang University School of Medicine, 31009, Hangzhou, Zhejiang, P.R. China
| | - Yan Wang
- College of Life Science, Xinyang Normal University, 464000, Xinyang, Henan, P.R. China
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Lanier MH, Wheeler CA, Ballard DH. A New Normal in Radiology Resident Education: Lessons Learned from the COVID-19 Pandemic. Radiographics 2021; 41:E71-E72. [PMID: 33939548 PMCID: PMC8103952 DOI: 10.1148/rg.2021210030] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- M Hunter Lanier
- From the Mallinckrodt Institute of Radiology, Washington University School of Medicine, 510 S Kingshighway Blvd, Campus Box 8131, St Louis, MO 63110 (M.H.L., D.H.B.); and Department of Radiology, University of Alabama at Birmingham, Birmingham, Ala (C.A.W.)
| | - C Austin Wheeler
- From the Mallinckrodt Institute of Radiology, Washington University School of Medicine, 510 S Kingshighway Blvd, Campus Box 8131, St Louis, MO 63110 (M.H.L., D.H.B.); and Department of Radiology, University of Alabama at Birmingham, Birmingham, Ala (C.A.W.)
| | - David H Ballard
- From the Mallinckrodt Institute of Radiology, Washington University School of Medicine, 510 S Kingshighway Blvd, Campus Box 8131, St Louis, MO 63110 (M.H.L., D.H.B.); and Department of Radiology, University of Alabama at Birmingham, Birmingham, Ala (C.A.W.)
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Awan OA. Analysis of Common Innovative Teaching Methods Used by Radiology Educators. Curr Probl Diagn Radiol 2021; 51:1-5. [DOI: 10.1067/j.cpradiol.2020.12.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 12/31/2020] [Indexed: 12/20/2022]
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