1
|
Dombrowski T, Pursche N, Beutner C, Beutner D. [High interaction potential of online-only courses with breakout sessions-results of a pilot study]. HNO 2024; 72:173-181. [PMID: 38260983 PMCID: PMC10879270 DOI: 10.1007/s00106-023-01407-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2023] [Indexed: 01/24/2024]
Abstract
BACKGROUND The flipped classroom (FC) is nowadays a popular principle of blended student-centered learning. Students first prepare basic knowledge at home and subsequently meet for consolidation and a more in-depth look at a certain topic. During the COVID-19 pandemic, several groups developed approaches to also transform the characteristic FC second session into an online-only format. OBJECTIVE Herein, we present a pilot study on establishing an online-only FC format with elements of collaborative learning and its evaluation by medical students. MATERIALS AND METHODS The FC design related to diseases of the salivary glands was transformed into an online-only event. After studying the basic information online, supported by self-made interactive videos and/or lecture recordings, students met in a video conference enriched by breakout sessions, interactive demonstration of the related clinical examination including ultrasound, and a formative assessment. A questionnaire with 27 items was answered by participants to evaluate the concept and the event. RESULTS Use of common hard- and software systems led to a technically stable video conference. A total of 55 students completed the questionnaire and were included into data analysis. During the breakout sessions, lively interaction between participants was observed. The evaluation of both the event itself and the related learning progress showed good results despite the lack of preparation beforehand in 27% of participants. CONCLUSION Online-only FC designs can result in high satisfaction. High quality of online preparation, a solid technical platform, accurate time management, and a reasonable selection of topics are the main parameters contributing to successful course design. Nowadays, embedding medical imaging can be realized in appropriate quality for educational purposes. The implementation of breakout sessions and voting tools enables collaborative online learning with high levels of interaction and satisfaction for both teachers and students.
Collapse
Affiliation(s)
- Tobias Dombrowski
- Klinik für Hals-Nasen-Ohrenheilkunde, Universitätsmedizin Göttingen, Robert-Koch-Str. 40, 37075, Göttingen, Deutschland.
| | - Nils Pursche
- Klinik für Hals-Nasen-Ohrenheilkunde, Universitätsmedizin Göttingen, Robert-Koch-Str. 40, 37075, Göttingen, Deutschland
| | - Caroline Beutner
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsmedizin Göttingen, Göttingen, Deutschland
| | - Dirk Beutner
- Klinik für Hals-Nasen-Ohrenheilkunde, Universitätsmedizin Göttingen, Robert-Koch-Str. 40, 37075, Göttingen, Deutschland
| |
Collapse
|
2
|
Anderson LC, Jacobson T. Providing the choice of in-person or videoconference attendance in a clinical physiology course may harm learning outcomes for the entire cohort. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:548-556. [PMID: 37318999 DOI: 10.1152/advan.00160.2022] [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: 07/06/2022] [Revised: 05/26/2023] [Accepted: 06/12/2023] [Indexed: 06/17/2023]
Abstract
Clinical Physiology 1 and 2 are flipped classes in which students watch prerecorded videos before class. During the 3-h class, students take practice assessments, work in groups on critical thinking exercises, work through case studies, and engage in drawing exercises. Due to the COVID pandemic, these courses were transitioned from in-person classes to online classes. Despite the university's return-to-class policy, some students were reluctant to return to in-person classes; therefore during the 2021-2022 academic year, Clinical Physiology 1 and 2 were offered as flipped, hybrid courses. In a hybrid format, students either attended the synchronous class in person or online. Here we evaluate the learning outcomes and the perceptions of the learning experience for students who attended Clinical Physiology 1 and 2 either online (2020-2021) or in a hybrid format (2021-2022). In addition to exam scores, in-class surveys and end of course evaluations were compiled to describe the student experience in the flipped hybrid setting. Retrospective linear mixed-model regression analysis of exam scores revealed that a hybrid modality (2021-2022) was associated with lower exam scores when controlling for sex, graduate/undergraduate status, delivery method, and the order in which the courses were taken (F test: F = 8.65, df1 = 2, df2 = 179.28, P = 0.0003). In addition, being a Black Indigenous Person of Color (BIPOC) student is associated with a lower exam score, controlling for the same previous factors (F test: F = 4.23, df1 = 1, df2 = 130.28, P = 0.04), albeit with lower confidence; the BIPOC representation in this sample is small (BIPOC: n = 144; total: n = 504). There is no significant interaction between the hybrid modality and race, meaning that BIPOC and White students are both negatively affected in a hybrid flipped course. Instructors should consider carefully about offering hybrid courses and build in extra student support.NEW & NOTEWORTHY The transition from online to in-person teaching has been as challenging as the original transition to remote teaching with the onset of the pandemic. Since not all students were ready to return to the classroom, students could choose to take this course in person or online. This arrangement provided flexibility and opportunities for innovative class activities for students but introduced tradeoffs in lower test scores from the hybrid modality than fully online or fully in-person modalities.
Collapse
Affiliation(s)
- Lisa Carney Anderson
- Department of Integrative Biology and Physiology, University of Minnesota, Minneapolis, Minnesota, United States
| | - Tate Jacobson
- Department of Statistics, University of Minnesota, Minneapolis, Minnesota, United States
| |
Collapse
|
3
|
Kim EA, Cho KJ. Comparing the Effectiveness of Two New CPR Training Methods in Korea: Medical Virtual Reality Simulation and Flipped Learning. IRANIAN JOURNAL OF PUBLIC HEALTH 2023; 52:1428-1438. [PMID: 37593517 PMCID: PMC10430405 DOI: 10.18502/ijph.v52i7.13244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/01/2023] [Accepted: 04/08/2023] [Indexed: 08/19/2023]
Abstract
Background We compared the educational effects of two training methods that have gained momentum: medical virtual reality (medi-VR) simulation and flipped learning. Methods Firefighters (n=128; 116 men and 12 women; mean age=28 years) in training from the Emergency Educational Simulation Center of Korea National Fire Service Academy, Gongju-si, Korea, were randomly assigned to two groups: medi-VR simulation and flipped learning in 2022. The participants were trained to perform cardiopulmonary resuscitation (CPR) using medi-VR simulation and the flipped learning methods. CPR self-efficacy, knowledge, performance, class immersion, and class satisfaction were compared between the groups. To analyze educational effects, paired and independent t-tests were performed. Results The post-education scores for CPR performance knowledge and CPR performance were significantly higher in the medi-VR simulation group compared to the flipped learning counterparts (P<0.001). Moreover, despite the lack of a significant difference between the groups, post-education scores for self-efficacy, class immersion, and class satisfaction showed a positive effect on learning. Conclusion Medi-VR simulation can be utilized as effective educational intervention, while providing a new direction for teaching methods.
Collapse
Affiliation(s)
- Eun-Ae Kim
- Korea National Fire Agency 119, Korea National Fire Academy, Sejong-si, Korea
| | - Keun-Ja Cho
- Department of Emergency Medical Service, Kongju National University, Gongju-si, Korea
| |
Collapse
|
4
|
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.
Collapse
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
| |
Collapse
|
5
|
Wheaton K. Improved Zoom engagement by adopting flipped class strategies to the curriculum of a Biology of Aging course during the Covid-19 pandemic. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:451-454. [PMID: 37139969 DOI: 10.1002/bmb.21743] [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: 07/21/2022] [Revised: 03/30/2023] [Accepted: 04/18/2023] [Indexed: 05/05/2023]
Abstract
During the pandemic, a 4th year course: Biology of Aging was modified with extensive flipped classroom strategies to promote better student engagement. By utilizing the strength of the Zoom video conferencing platform students were able to have meaningful in-class experiences that promoted engagement and learning. This was further enhanced by shifting traditional lectures to a pre-recorded format to act as resources and promoting forum discussions outside of class times using the course management system (Brightspace). These changes influenced the satisfaction and benefited the student experience. Shifting to active student-centered learning and facilitation led to a dynamic well received teaching environment. The one trade off being that students needed to produce content every week, which was perceived as a heavy but manageable workload by many in the course. These changes can be used as a format for other online courses.
Collapse
Affiliation(s)
- Keith Wheaton
- Department of Biochemistry, Microbiology and Immunology, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| |
Collapse
|
6
|
Antón-Solanas I, Rodríguez-Roca B, Urcola-Pardo F, Anguas-Gracia A, Satústegui-Dordá PJ, Echániz-Serrano E, Subirón-Valera AB. An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study. NURSE EDUCATION TODAY 2022; 118:105527. [PMID: 36057150 PMCID: PMC9682324 DOI: 10.1016/j.nedt.2022.105527] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 07/12/2022] [Accepted: 08/23/2022] [Indexed: 05/20/2023]
Abstract
BACKGROUND The circumstances arising from the COVID-19 pandemic have accelerated the use of digital teaching and learning in health professions education. Digital gamification-based teaching and learning activities are innovative and versatile tools for the acquisition of professional competencies in higher education, which can be used on a range of topics and can be supplemental to other teaching methods. OBJECTIVES This study aimed to investigate nursing students' gameful experience whilst playing a digital escape room. In addition, we aimed to analyze the students' motivation, learning experience and outcome of the activity, and the students' perception of the degree of achievement of the intended learning outcomes. DESIGN Cross-sectional descriptive study. PARTICIPANTS A total of 136 undergraduate first year student nurses enrolled in a "Fundamentals of Nursing" course. METHOD The digital escape room game took place online during the academic year 2020-2021. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the outcome of the scape room game and the degree of achievement of the intended learning outcomes. RESULTS More than 80 % of the participants were moderately to very motivated to play the game. Three GAMEX dimensions achieved a mean score of 3 or above 3, namely Enjoyment, Creative Thinking and Absence of Negative effects. The mean score for each of the outcome variables was over 3. However, the degree of achievement of the learning outcomes after exiting the digital escape room was uneven. CONCLUSION Gamification-based teaching and learning activities, such as digital escape rooms, can be effective in fostering specific skills, including teamwork, communication and critical thinking. However, they should be designed carefully, and used as a complement, rather than a substitute, of other educational activities.
Collapse
Affiliation(s)
- Isabel Antón-Solanas
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Nursing Research in Primary Care in Aragón (GENIAPA) (GIIS094), Institute of Research of Aragón, Zaragoza, Spain.
| | - Beatriz Rodríguez-Roca
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain.
| | - Fernando Urcola-Pardo
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Ana Anguas-Gracia
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain; Research group Safety and Care (GIISA0021), Institute of Research of Aragón, Zaragoza, Spain.
| | - Pedro J Satústegui-Dordá
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Emmanuel Echániz-Serrano
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Ana B Subirón-Valera
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| |
Collapse
|
7
|
Lo CK, Hew KF. Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:720. [PMID: 36229820 PMCID: PMC9559249 DOI: 10.1186/s12909-022-03782-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 09/26/2022] [Indexed: 06/10/2023]
Abstract
BACKGROUND During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education. METHODS We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis. RESULTS When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students' technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors' real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4). CONCLUSIONS Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment.
Collapse
Affiliation(s)
- Chung Kwan Lo
- Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, China.
| | - Khe Foon Hew
- Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
| |
Collapse
|
8
|
Alharbi F, Alwadei SH, Alwadei A, Asiri S, Alwadei F, Alqerban A, Almuzian M. Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study. BMC MEDICAL EDUCATION 2022; 22:488. [PMID: 35739594 PMCID: PMC9219382 DOI: 10.1186/s12909-022-03557-7] [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: 02/23/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJECTIVE To investigate dental students' learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. METHODS A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. RESULTS There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. CONCLUSION Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. TRIAL REGISTRATION NCT04692142 , 31/12/2020.
Collapse
Affiliation(s)
- Fahad Alharbi
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia.
| | - Saleh H Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Abdurahman Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Saeed Asiri
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Farhan Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Ali Alqerban
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | | |
Collapse
|
9
|
Halpin PA, Gopalan C. Using the Teaching Career Enhancement Award from the American Physiological Society to train faculty to successfully implement flipped teaching. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:345-350. [PMID: 35446595 DOI: 10.1152/advan.00020.2022] [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: 01/25/2022] [Revised: 03/29/2022] [Accepted: 04/19/2022] [Indexed: 06/14/2023]
Abstract
Flipped teaching (FT) is a student-centered instructional method that shifts lectures out of the classroom and uses a variety of activities to apply content during class time. FT has gained attention among educators as a student-centered instructional method. However, many faculty still lack the skills, knowledge, confidence, and expertise to implement FT in their classrooms. Therefore, course-specific training and focused mentorship are critical in successfully implementing FT. Four faculty members, from an adjunct professor to a full professor, from four diverse institutions around the country, were recruited and funded through the American Physiological Society's Teaching Career Enhancement Award to receive training in the implementation of FT in their courses. This study aimed to provide specific tools and strategies to engage students in deeper learning through activities in the participants' courses. A course was built using the Blackboard Learning Management System for the participants to receive relevant readings to be completed prior to the FT workshop. Upon completing this training, the participants examined the design and execution of FT in their classrooms and, subsequently, reflected on and refined their future course offerings. The facilitator mentored the participants throughout the process, including an on-site observation of a live FT session. Both qualitative and quantitative data were collected before and after their FT experiences. Based on the survey results, this study helped improve the FT knowledge and self-efficacy of all participants. In conclusion, the faculty utilized the training and mentoring to implement FT in their classrooms successfully and disseminate their experiences and findings.
Collapse
Affiliation(s)
- Patricia A Halpin
- Department of Life Sciences, University of New Hampshire at Manchester, Manchester, New Hampshire
| | - Chaya Gopalan
- Department of Applied Health, Southern Illinois University Edwardsville, Edwardsville, Illinois
- Department of Anesthesiology, Southern Illinois University Edwardsville, Edwardsville, Illinois
| |
Collapse
|
10
|
Gopalan C, Daughrity S, Hackmann E. The past, the present, and the future of flipped teaching. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:331-334. [PMID: 35357955 PMCID: PMC9076409 DOI: 10.1152/advan.00016.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 03/24/2022] [Accepted: 03/31/2022] [Indexed: 06/14/2023]
Affiliation(s)
- Chaya Gopalan
- Department of Applied Health, Southern Illinois University Edwardsville, Edwardsville, Illinois
- Department of Nurse Anesthesiology, Southern Illinois University Edwardsville, Edwardsville, Illinois
| | - Sheyenne Daughrity
- Department of Biology, Southern Illinois University Edwardsville, Edwardsville, Illinois
| | - Elizabeth Hackmann
- Department of English, Southern Illinois University Edwardsville, Edwardsville, Illinois
| |
Collapse
|
11
|
Wong C, O'Neill P. Student perspectives on applying the flipped teaching model virtually and in person. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:329. [PMID: 35503404 DOI: 10.1152/advan.00055.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 04/06/2022] [Indexed: 06/14/2023]
Affiliation(s)
- Chao Wong
- St. George's University of London, London, United Kingdom
| | - Parker O'Neill
- St. George's University of London, London, United Kingdom
| |
Collapse
|