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Ng EKL. Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study. J Nurs Educ 2024; 63:501-506. [PMID: 39120503 DOI: 10.3928/01484834-20240404-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/10/2024]
Abstract
BACKGROUND Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats. METHOD A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course. RESULTS Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC. CONCLUSION Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].
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Huang T, Zhou S, Wei Q, Ding C. Team-, case-, lecture- and evidence-based learning in medical postgraduates training. BMC MEDICAL EDUCATION 2024; 24:675. [PMID: 38890615 PMCID: PMC11184766 DOI: 10.1186/s12909-024-05650-5] [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: 01/10/2024] [Accepted: 06/11/2024] [Indexed: 06/20/2024]
Abstract
BACKGROUND The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students' clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches. METHODS Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens. RESULTS Compared to the LBL approach, both teachers and students were more satisfied with the TCLEBL model (p < 0.001 for both teachers and students). The TCLEBL group performed significantly higher on the theory test compared to the LBL group (p = 0.009). There were significant differences between the LBL and TCLEBL groups, respectively, in terms of literature review and citations (12.683 ± 2.207 vs. 16.302 ± 1.095, p < 0.001), argument and perspective (12.55 ± 1.572 vs. 16.333 ± 1.354, p < 0.001), comprehensiveness of content (13.3 ± 2.268 vs. 16.683 ± 1.344, p < 0.001), and scientific rigor and accuracy (10.317 ± 1.167 vs. 12.746 ± 0.706, p < 0.001). There was no significant difference in the total extracurricular time expended between the two groups (323.75 ± 30.987 min vs. 322.619 ± 24.679 min, respectively for LBL vs. TCLEBL groups, p = 0.898). CONCLUSIONS TCLEBL is an effective teaching method that cultivates students' clinical and research abilities.
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Affiliation(s)
- Tianlong Huang
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China
| | - Shun Zhou
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China
| | - Qiaoyan Wei
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China
| | - Chun Ding
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China.
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Qi Y, Zhao P, Bai R, Shao Y, Pan S, Hou Y. Teaching diagnostic radiology to radiology majors: Implementation and evaluation of a flipped classroom model. MEDICAL TEACHER 2024:1-13. [PMID: 38796737 DOI: 10.1080/0142159x.2024.2351138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 04/30/2024] [Indexed: 05/28/2024]
Abstract
PURPOSE Radiology instruction focuses on cultivating medical students' diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students' experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time. METHODS Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed. RESULTS The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb's learning style. CONCLUSIONS Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students' academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students' assimilation and convergence of learning styles, and cultivates positive critical thinking.
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Affiliation(s)
- Ying Qi
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Pengfei Zhao
- Department of Pharmacology, School of Pharmaceutical Sciences, China Medical University, Shenyang, Liaoning, China
| | - Ruobing Bai
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Yun Shao
- Department of Clinical Psychology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Shinong Pan
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Yang Hou
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
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Sedigh A, Bagheri S, Naeimi P, Rahmanian V, Sharifi N. The effect of peer mentoring program on clinical academic progress and psychological characteristics of operating room students: a parallel randomized controlled trial. BMC MEDICAL EDUCATION 2024; 24:438. [PMID: 38649841 PMCID: PMC11036741 DOI: 10.1186/s12909-024-05424-z] [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: 12/29/2023] [Accepted: 04/12/2024] [Indexed: 04/25/2024]
Abstract
BACKGROUND One of the new educational systems is the mentorship method. This study aimed to investigate the effect of peer mentoring program on clinical academic progress and psychological characteristics of operating room students. METHODS This research was a randomized controlled trial that was conducted on undergraduate students in the operating room department of Khomein Faculty of Medical Sciences, Markazi Province in Iran. The number of operating room students were 70 that were divided into intervention and control groups by random allocation using Permuted Block Randomization. Inclusion criteria included all operating room students who were in internship, and exclusion criteria included failure to complete the questionnaires. The data collection tools were the demographic questionnaire, Depression Anxiety Stress Scale, Rosenberg Self-Esteem Scale and Situational Motivational Scale. In the control group, clinical training was done in the traditional way. In the intervention group, training was done by peer mentoring method. The obtained data were analyzed using descriptive statistics, independent t-test, paired t-test, chi-square test, ANCOVA, univariable and multivariable linear regression. RESULTS The study revealed significant differences between the intervention and control groups. Post-intervention, the intervention group demonstrated substantial increases in self-confidence (mean difference = 5.97, p < 0.001) and significant reductions in stress levels (mean difference = -3.22, p < 0.001). Conversely, minimal changes were noted in the control group for both self-confidence (mean difference = 0.057, p = 0.934) and stress levels (mean difference = 0.142, p = 0.656). Although both groups experienced decreases in anxiety and depression levels, these changes were not statistically significant (p > 0.05). Furthermore, the intervention significantly enhanced academic progress in the intervention group compared to the control group (mean difference = 20.31, p < 0.001). CONCLUSION The results showed that the implementation of the peer mentoring program was effective in improving academic progress, self-confidence, and reducing the stress of operating room students. Therefore, this educational method can be used in addition to the usual methods to improve the education of operating room students.
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Affiliation(s)
- Amin Sedigh
- Molecular and Medicine Research Center, Khomein University of Medical Sciences, Khomein, Iran
| | - Sara Bagheri
- Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Pariya Naeimi
- Student Research Committee, Khomein University of Medical Sciences, Khomein, Iran
| | - Vahid Rahmanian
- Department of Public Health, Torbat Jam Faculty of Medical Sciences, Torbat Jam, Iran
| | - Nader Sharifi
- Department of Public Health, Khomein University of Medical Sciences, Khomein, Iran.
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Lu R, Dodge RE, Lam J, Enyedi L, Yanovitch T, Gandhi N, Ding L, Cabrera MT. Flipped classroom approach to global outreach: cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents. Int J Ophthalmol 2023; 16:280-285. [PMID: 36816208 PMCID: PMC9922626 DOI: 10.18240/ijo.2023.02.16] [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: 02/25/2022] [Accepted: 11/11/2022] [Indexed: 02/05/2023] Open
Abstract
AIM To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States. METHODS Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018. Residents were instructed to watch a pre-class video lecture prior to the in-class-case-based activity. Content tests (5 Ophthalmic Knowledge Assessment Program style questions) and surveys were administered before and after the classroom sessions (100% response rate). These results were compared to that of an American cohort who were taught the same content. RESULTS The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents (92% vs 55%, P=0.04) and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style (P-values between 0.008 and <0.001). In both Chinese and American cohorts, we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session (P=0.025 for Chinese residents; P=0.001 for US residents), whereas scores in both groups for the esotropia course did not significantly improve. CONCLUSION This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting. The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge. Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings. Finally, the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19, although such a format requires further study.
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Affiliation(s)
- Randy Lu
- University of Washington School of Medicine, Seattle, WA 98195, USA
| | - Ryan E Dodge
- Department of Anesthesia, Massachusetts General Hospital, Boston, MA 02114, USA
| | - Jocelyn Lam
- Eyehealth Northwest, Portland, OR 97209, USA
| | - Laura Enyedi
- Department of Ophthalmology, Duke University, Durham, NC 27708, USA
| | - Tammy Yanovitch
- Department of Ophthalmology, University of Oklahoma, Oklahoma City, OK 73019, USA
| | - Nandini Gandhi
- Department of Ophthalmology, University of California Davis, Sacramento, CA 95817, USA
| | - Leona Ding
- Department of Ophthalmology, University of Washington, Seattle, WA 98195, USA
| | - Michelle T Cabrera
- Department of Ophthalmology, University of Washington, Seattle, WA 98195, USA,Division of Ophthalmology, Seattle Children's Hospital, Seattle, WA 98105, USA
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Gamification and discovery learning: Motivating and involving students in the learning process. Heliyon 2023; 9:e13135. [PMID: 36711271 PMCID: PMC9880393 DOI: 10.1016/j.heliyon.2023.e13135] [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] [Indexed: 01/24/2023] Open
Abstract
The widespread use of new technologies by students has forced universities to include active methodologies in their pedagogy. This process has accelerated due to the COVID-19 pandemic, introducing innovative changes in pedagogy. This has motivated many lecturers to increase student motivation. The need to keep the students' attention during long and tedious theoretical sessions has motivated this contribution. Furthermore, the need for students to develop their Web search skills and development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding has inspired this contribution. This paper presents the results obtained from the implementation of gamification and Discovery Learning instructional model in the Software Engineering subject of the Computer Science degree in the course 2021/2022. The joint use of gamification and the Discovery Learning instructional model through Webquests has never been studied before. They help students to better acquire the knowledge taught in class. The gap in the combination use of gamification and Discovery Learning instructional model compared to previous studies using one single method show an improvement in academic results, greater motivation on the part of the students, greater creativity and ability to put what they have learned into practice.
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Sein-Echaluce ML, Fidalgo-Blanco Á, Balbín AM, García-Peñalvo FJ. Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes. UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2022:1-13. [PMID: 36439962 PMCID: PMC9676744 DOI: 10.1007/s10209-022-00945-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/26/2022] [Indexed: 06/16/2023]
Abstract
This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
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Affiliation(s)
- María Luisa Sein-Echaluce
- Department of Applied Mathematics, EINA, Universidad de Zaragoza, Calle de María de Luna 3, 50018 Saragossa, Spain
| | - Ángel Fidalgo-Blanco
- Laboratory of Innovation in Information Technologies. LITI, Universidad Politécnica de Madrid, Calle de Ríos Rosas 21, 28003 Madrid, Spain
| | - Ana María Balbín
- Education Faculty, Pontificia Universidad Católica del Perú, Av. Universitaria 1801, San Miguel, 15088 Lima Perú
| | - Francisco José García-Peñalvo
- Department of Computer Science and Automation, Science Faculty, Universidad de Salamanca, Plaza de los Caídos S/N, 37008 Salamanca, Spain
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Application of Deep Learning in College Physical Education Design under Flipped Classroom. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:7368771. [PMID: 36156941 PMCID: PMC9507692 DOI: 10.1155/2022/7368771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/27/2022] [Accepted: 08/10/2022] [Indexed: 11/24/2022]
Abstract
With the development of information technology, teaching reform has also undergone major changes. The traditional college physical education teaching method cannot meet the needs of the majority of students, and the physical education teaching mode continues to be reformed. Microcourse is the most intuitive form of deep integration of information technology and physical education. From the perspective of the flipped classroom (FC), the physical education model has gradually changed from teacher centered to student centered. Deep learning (DL) emphasizes that learners have the ability to actively construct knowledge, effectively transfer knowledge, and solve real problems. This design applies DL and convolutional neural network to the teaching design of physical gymnastics in colleges and universities. The application of the DL teaching model based on FC in the microcourse teaching of gymnastics in colleges and universities is studied and evaluated. The results show that the current utilization of microcourse teaching resources is too low. Interest-oriented teaching microcourses cannot improve students' interests. The proportion of students who are interested is relatively small, and more than 50% of students are not interested. Teachers generally believe that the current gymnastics microcourse needs further optimization and improvement. The poor quality of microvideos and the lack of supervision and reward mechanism in the course are the main reasons for the insufficient students' interest. The complexity of the videos and the liveliness of the discussions are the main problems of low resource utilization. The student's interest in learning is greatly improved after the application of the designed model, and the proportion increases to 82.4%. The effect on ordinary college students is the most obvious, and the effect of microvideo learning has been significantly promoted. Design mode has the most obvious improvement in improving learning efficiency and autonomous learning ability. The improvement of learning ability has increased from 18% to 72%, and the improvement of learning efficiency has increased from 39% to 82%. Meanwhile, students' interest in learning is stimulated, and the utilization of resources is improved.
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Sun L, Yang L, Wang X, Zhu J, Zhang X. Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains. Front Public Health 2022; 10:950106. [PMID: 36091514 PMCID: PMC9450220 DOI: 10.3389/fpubh.2022.950106] [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] [Subscribe] [Scholar Register] [Received: 05/22/2022] [Accepted: 07/22/2022] [Indexed: 01/21/2023] Open
Abstract
With the outbreak of COVID-19 and the development of online teaching, the online flipping teaching mode has attracted increasing attention. Systematic analysis of the research status and development trend of the flipped classrooms is significant for guiding the improvement of the quality of online flipped teaching. This study used the metrology software CiteSpace to draw a scientific knowledge map of relevant research in the web of science database from 2013 to 2021. It performed visual analysis of research authors, research institutions and countries, keyword clustering, keywords co-occurrence, and keyword time zone distribution. The results showed that: (1) The flipped classrooms research has attracted increasing attention from the social and educational circles, however, the relationship between relevant research authors, institutions, and countries is not close enough, and there is little cooperation. We need to strengthen cooperation further and realize the sharing of high-quality resources; (2) Based on keyword co-occurrence cluster analysis, this study identified three hot topics, namely, preparation before class, classroom activities and consolidation after class; (3) According to the keyword time zone map, this study divided three frontier evolution trends: exploration period, adaptation period, and growth period; (4) Finally, with the spread of novel coronavirus, it is suggested to promote the online flipped classroom teaching mode, and put forward reasonable suggestions from the perspective of teachers, students and researchers, and look forward to the future digital development direction of the flipped classroom.
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Affiliation(s)
| | - Li Yang
- School of Economics and Management, Anhui University of Science and Technology, Huainan, China
| | - Xue Wang
- School of Economics and Management, Anhui University of Science and Technology, Huainan, China
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Zhou Z, Huang R, Zhang G, Gong M, Xian S, Yin H, Meng T, Wang X, Wang Y, Chen W, Zhang C, Du E, Lin M, Liu X, Lin Q, Ji S, Wu H, Huang Z, Zhang J. Nomograms for Predicting Medical Students' Perceptions of the Learning Environment: Multicenter Evidence From Medical Schools in China. Front Public Health 2022; 10:825279. [PMID: 35570958 PMCID: PMC9099049 DOI: 10.3389/fpubh.2022.825279] [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: 02/22/2022] [Accepted: 04/04/2022] [Indexed: 11/18/2022] Open
Abstract
Medical students' perceptions of the medical school learning environment (MSLE) have an important impact on their professional development, and physical and mental health. Few studies reported potential factors that influenced medical students' perceptions of MSLE. Thus, the main goal of this study was to identify influencing factors for medical students' perception levels of MSLE. The perception levels of MSLE were assessed by the Johns Hopkins Learning Environment Scale. The univariate and multivariate logistic regression analyses were performed to identify significant predictors for the perceptions of MSLE. The nomograms were established to predict medical students' perception levels of MSLE. In the multivariate logistic regression model, gender, university category, grade, mother education level, learning environment of schools, interests in medicine, and Kolb learning experience were significantly associated with medical students' perceptions of MSLE. Correspondently, the nomograms were built based on significant variables identified by the univariate logistic regression analysis. The validation of the nomograms showed that the model had promising predictive accuracy, discrimination, and accordance (area under the curve (AUC) = 0.751). This study identified influencing factors of medical students' perceptions of MSLE. It is essential to implement corresponding interventions to improve medical students' perceptions.
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Affiliation(s)
- Zhitong Zhou
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, Shanghai, China.,Key Laboratory of Spine and Spinal Cord Injury Repair and Regeneration of Ministry of Education, Orthopaedic Department of Tongji Hospital, Tongji University School of Medicine, Shanghai, China.,Tongji University School of Medicine, Shanghai, China
| | - Runzhi Huang
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, Shanghai, China.,Key Laboratory of Spine and Spinal Cord Injury Repair and Regeneration of Ministry of Education, Orthopaedic Department of Tongji Hospital, Tongji University School of Medicine, Shanghai, China.,Tongji University School of Medicine, Shanghai, China
| | - Guoyang Zhang
- School of Education, Shanghai Jiao Tong University, Shanghai, China
| | - Meiqiong Gong
- Office of Educational Administration, Shanghai University, Shanghai, China
| | - Shuyuan Xian
- Tongji University School of Medicine, Shanghai, China
| | - Huabin Yin
- Department of Orthopedics, Shanghai General Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Tong Meng
- Department of Orthopedics, Shanghai General Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Xiaonan Wang
- Department of Epidemiology and Health Statistics, School of Public Health, Capital Medical University, Beijing, China
| | - Yue Wang
- Department of Health Statistics, School of Public Health, The Forth Military Medical University of PLA, Xi'an, China
| | - Wenfang Chen
- Faculty of Medicine, Jinggangshan University, Ji'An, China
| | - Chongyou Zhang
- Center of Science and Technology Research and Development and Industrial Management, Harbin Medical University, Heilongjiang, China
| | - Erbin Du
- Frist Clinical Medical College, Mudanjiang Medical University, Mudanjiang, China
| | - Min Lin
- Mental Health Education and Consultation Center, Chongqing Medical University, Chongqing, China
| | - Xin Liu
- Department of Rheumatology and Immunology, Second Affiliated Hospital of Naval Medical University, Shanghai, China
| | - Qing Lin
- Department of Human Anatomy, Laboratory of Clinical Applied Anatomy, School of Basic Medical Sciences, Fujian Medical University, Fuzhou, China
| | - Shizhao Ji
- Department of Burns, The First Affiliated Hospital of Naval Medical University, Shanghai, China
| | - Hongbin Wu
- Institute of Medical Education/National Centre for Health Professions Education Development, Peking University, Beijing, China
| | - Zongqiang Huang
- Department of Orthopedics, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, China
| | - Jie Zhang
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, Shanghai, China.,Key Laboratory of Spine and Spinal Cord Injury Repair and Regeneration of Ministry of Education, Orthopaedic Department of Tongji Hospital, Tongji University School of Medicine, Shanghai, China.,Tongji University School of Medicine, Shanghai, China
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Shahba AA, Alashban Z, Sales I, Sherif AY, Yusuf O. Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:3902. [PMID: 35409584 PMCID: PMC8997516 DOI: 10.3390/ijerph19073902] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 02/28/2022] [Accepted: 03/10/2022] [Indexed: 11/25/2022]
Abstract
Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018−2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.
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Affiliation(s)
- Ahmad A. Shahba
- Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia; (Z.A.); (A.Y.S.); (O.Y.)
| | - Zaid Alashban
- Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia; (Z.A.); (A.Y.S.); (O.Y.)
| | - Ibrahim Sales
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia;
| | - Abdelrahman Y. Sherif
- Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia; (Z.A.); (A.Y.S.); (O.Y.)
- Kayyali Chair for Pharmaceutical Industries, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia
| | - Osman Yusuf
- Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia; (Z.A.); (A.Y.S.); (O.Y.)
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