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Acun A. The effect of flipped learning on nursing students' Asepsis knowledge and learning skills: A randomized controlled study. Nurse Educ Pract 2024; 77:103946. [PMID: 38593564 DOI: 10.1016/j.nepr.2024.103946] [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: 01/15/2024] [Revised: 02/26/2024] [Accepted: 03/15/2024] [Indexed: 04/11/2024]
Abstract
AIM This study was conducted to evaluate the effect of the flipped learning model on nursing students' asepsis knowledge and learning skills. BACKGROUND The flipped learning model enables students to pursue their learning with online support whenever and wherever they want. Students have the responsibility for their learning activities. The flipped learning model is an effective method to improve nursing students' knowledge and skills related to the principles of asepsis with online innovative approaches. DESIGN This study has a pre-test post-test open-label, randomized controlled design. METHOD The study sample consisted of 107 first-year nursing students randomized into experimental (n = 53) and control (n = 54) groups. The experimental group students were trained utilizing the flipped learning model. The data were collected through the "Descriptive Characteristics Form of Nursing Students ", the "Principles of Asepsis Knowledge Test" and the " Self-directed Learning Skills Scale". RESULTS It was determined that the post-test knowledge score of the experimental group was statistically significantly higher (p=0.000) than the control group and the median of the retention test knowledge score was statistically significantly higher (p=0.000) than the control group. There was a statistically significant increase (p<0.05) in the median score of the self-directed learning skills scale "self-control" sub-dimension of the experimental group. CONCLUSION Flipped learning increased nursing students' knowledge related to the principles of asepsis and enabled them to take responsibility for learning. This model had a positive effect on students' higher order thinking skills such as critical organization and decision making. It is recommended to use the flipped learning within the scope of nursing education and especially in gaining basic skills. TWEETABLE ABSTRACT A success in today's education; flipped learning.
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Affiliation(s)
- Aysun Acun
- Bilecik Şeyh Edebali University, Faculty of Health Sciences, Department of Nursing, Department of Nursing Principles, Bilecik 11100, Turkey.
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Algarni A. Biomedical students' self-efficacy and academic performance by gender in a flipped learning haematology course. BMC MEDICAL EDUCATION 2024; 24:443. [PMID: 38658898 PMCID: PMC11040756 DOI: 10.1186/s12909-024-05421-2] [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: 12/10/2023] [Accepted: 04/12/2024] [Indexed: 04/26/2024]
Abstract
INTRODUCTION This study investigated the impact of flipped learning versus traditional instruction on medical students' academic performance and self-efficacy in a haematology course, and examined gender differences. Flipped learning is an instructional approach where students review pre-recorded lecture content at home, and active learning occurs in the classroom. Self-efficacy refers to students' beliefs in their ability to succeed and accomplish learning goals. METHODS A quasi-experimental study was conducted with 86 third-year Saudi medical students (46 males, 40 females) in a 10-week haematology course. Students were assigned to flipped learning group (n = 41) or traditional lecture group (n = 45). Both groups completed pre- and post-intervention academic tests and self-efficacy surveys. Data were analyzed using descriptive statistics and t-tests. RESULTS The flipped learning group showed an increase in academic scores (p <.05) and self-efficacy scores (p <.05) compared to the traditional group, but between group differences were not statistically significant. Female students in the flipped learning group showed the greatest increase in academic scores and self-efficacy. Most students perceived flipped learning positively for enhancing learning and preparation for class. CONCLUSION Flipped learning promoted self-efficacy compared to traditional lectures in medical students. Gender-specific benefits were observed, highlighting the need to design instruction to meet diverse student needs.
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Affiliation(s)
- Abdulrahman Algarni
- Department of Medical Laboratory Technology, Faculty of Applied Medical Sciences, Northern Border University, 91431, Arar, Kingdom of Saudi Arabia.
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Gracious PD, Armah J, Boateng EA, Bam V, Dzomeku V, Kyei-Dompim J, Oklodu-Abbey AD, Amponsah AK. Expectations, experiences and challenges of nursing students using the virtual learning medium during the COVID-19 pandemic: A descriptive phenomenological study. PLoS One 2024; 19:e0299967. [PMID: 38457462 PMCID: PMC10923445 DOI: 10.1371/journal.pone.0299967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Accepted: 02/19/2024] [Indexed: 03/10/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic caused several higher educational institutions to switch from traditional face-to-face to virtual learning medium. This abrupt shift came with new expectations, experiences and challenges to nursing/ midwifery students, particularly new users, and even more so when preparation, orientation, and support were lacking or ineffective. The present study therefore aimed at exploring the expectations, experiences and challenges of nursing students using the virtual learning medium during the COVID-19 pandemic. METHODS This was a descriptive phenomenological design using 12 purposively sampled nursing and midwifery students from a public university in Ghana. With the aid of a semi-structured guide, individual face-to-face interviews were audiotaped, transcribed verbatim at a later time and deductively analyzed into themes using the customer experience execution model. RESULTS Participants were aged 22-36 years and involved equal number of males and females (n = 6), with majority being Christians (n = 11). Six themes were generated from the study: (1) "Initial thoughts and emotions" described participants initial reactions to the virtual educational medium during the pandemic; (2) "Expectations with the virtual medium" referred to the participants' anticipations regarding the convenience offered by the virtual medium; (3) "Experiences with the virtual medium" depicted the participants' recognition of both positive and negative encounters while using the virtual learning platform; (4) "Evaluation and recommendation" described participants' reports of meeting expectations and recommendations they made to enhance virtual learning; (5) "Challenges and limitations of the virtual medium" typically represented the obstacles encountered by nursing/ midwifery students when they embraced the virtual medium; (6) "Prospects of the virtual medium" referred to participants' views on the future of the virtual medium. CONCLUSION The study has brought to light that the virtual education environment comes with its own expectations, experiences and challenges to students. Provision of adequate support such as orientation and simulation laboratories by higher education institutions to satisfy students' needs is necessary to enhance nursing education.
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Affiliation(s)
- Puoza Deo Gracious
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Jerry Armah
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Edward Appiah Boateng
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Victoria Bam
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Veronica Dzomeku
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Joana Kyei-Dompim
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | | | - Abigail Kusi Amponsah
- Department of Nursing, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
- Department of Nursing Science, University of Turku, Turku, Finland
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Karimian Z, Mokarram P, Zarifsanaiey N. Comparison of the teaching clinical biochemistry in face-to-face and the flex-flipped classroom to medical and dental students: a quasi-experimental study from IRAN. BMC MEDICAL EDUCATION 2024; 24:137. [PMID: 38350863 PMCID: PMC10863239 DOI: 10.1186/s12909-024-05051-8] [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: 05/26/2023] [Accepted: 01/10/2024] [Indexed: 02/15/2024]
Abstract
INTRODUCTION Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face. METHOD A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student's satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA. RESULTS Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P < 0.05). Face-to-face teaching was viewed more favorably than the FFC teaching except for considering the flexibility (4.14 ± 1.55), but the difference was not significant (P > 0.05). The students' knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758). CONCLUSION Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.
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Affiliation(s)
- Zahra Karimian
- Department of E-Learning in Medical Sciences, Virtual School and Center of Excellence in E-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Pooneh Mokarram
- Autophagy Research Center, Department of Biochemistry, School of Medicine, Shiraz University of Medical Sciences, Zand Street, Shiraz, Iran.
| | - Nahid Zarifsanaiey
- Department of E-Learning in Medical Sciences, Virtual School and Center of Excellence in E-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
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Zhou X. A conceptual review of the effectiveness of flipped learning in vocational learners' cognitive skills and emotional states. Front Psychol 2023; 13:1039025. [PMID: 36743604 PMCID: PMC9896626 DOI: 10.3389/fpsyg.2022.1039025] [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: 09/07/2022] [Accepted: 11/22/2022] [Indexed: 01/14/2023] Open
Abstract
An inverted method of teaching is an instructional model where traditional classroom activities take place before class while class time is devoted to discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and technology-driven approach that benefits from the inverted method of teaching. Recently, instructors have begun to employ innovative pedagogies like flipped learning approach, to change the conventional practices in vocational education as flipped learning gives them a chance for professional development. In order to find out the reasons of the improvement of vocational education through the use of flipped learning approach, this review examined the effect of the flipped learning approach on vocational learners' cognitive skills and emotional states in earlier studies. The earlier investigations showed the significant effect flipped learning approach on vocational learners' emotions, such as engagement, motivation, self-efficacy, and their cognitive skills, including critical thinking, problem-solving, learning skill, learning strategies, and communicative competence. However, this review implicated that flipped learning, as a type of blended learning, may be beneficial for learners, instructors, and students' parents to be aware of this valuable learner-centered approach in vocational education.
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Ballouk R, Mansour V, Dalziel B, McDonald J, Hegazi I. Medical students' self-regulation of learning in a blended learning environment: a systematic scoping review. MEDICAL EDUCATION ONLINE 2022; 27:2029336. [PMID: 35086439 PMCID: PMC8803058 DOI: 10.1080/10872981.2022.2029336] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 01/11/2022] [Accepted: 01/11/2022] [Indexed: 05/24/2023]
Abstract
BACKGROUND Medical curricula are constantly evolving in response to the needs of society, accrediting bodies and developments in education and technology. The integration of blended learning modalities has challenged traditional methods of teaching, offering new prospects in the delivery of medical education. The purpose of this review is to explore how medical students adapt their learning behaviours in a Blended Learning environment to become more independent and self-regulated, in addition to highlighting potential avenues to enhance the curriculum and support student learning. METHODS Using the approach described by Levac et al. (2010), which builds on Arksey and O'Malley's framework, we conducted a literature search of the following databases: MEDLINE (Ovid), ERIC, EBSCO, SCOPUS and Google Scholar, utilising key terms and variants of "medical student', 'self-regulated learning' and 'blended learning'. The search yielded 305 studies which were further charted and screened according to the Joanna Briggs Institute. RESULTS Forty-four studies were identified and selected for inclusion in this review. After full analysis of these studies, underpinned by Self-regulation theory, five major concepts associated with students' learning behaviours in a Blended Learning environment were identified: Scaffolding of instructional guidance may support self-regulated learning; Self-regulated learning enhances academic performance; Self-regulated Learning improves study habits through resource selection; Blended learning drives student motivation and autonomy; and the Cognitive apprenticeship approach supports Self-regulated learning. CONCLUSION This review uncovers medical students' learning behaviours within a Blended learning environment which is important to consider for curricular adaptations and student support.
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Affiliation(s)
- Rouba Ballouk
- School of Medicine, University of Western Sydney, Sydney, Australia
| | - Victoria Mansour
- School of Medicine, University of Western Sydney, Sydney, Australia
| | - Bronwen Dalziel
- School of Medicine, University of Western Sydney, Sydney, Australia
| | - Jenny McDonald
- School of Medicine, University of Western Sydney, Sydney, Australia
| | - Iman Hegazi
- School of Medicine, University of Western Sydney, Sydney, Australia
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Kaur M, Manna S, Ahluwalia H, Bhattacharjee M. Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach. Cureus 2022; 14:e28173. [PMID: 36158359 PMCID: PMC9491688 DOI: 10.7759/cureus.28173] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/19/2022] [Indexed: 11/10/2022] Open
Abstract
Flipped classroom (FCR) is one of the emerging active teaching-learning methods in the medical profession. Its potential for achieving learning objectives, especially in the scenario of a large classroom, especially in medical schools, has not been convincingly demonstrated. This study was designed to establish FCR model conduction and its overall utility as a teaching-learning methodology for undergraduate medical students in large classroom settings using a mixed-method approach using quantitative (assessment scores) and qualitative criteria (subjective feedback from students and teachers). FCR was conducted for a batch of 170 first-year medical students for a hematology topic. Pre- and post-assessments (based on all the cognitive learning domains) were done to quantify the objective improvement after exposure to the FCR. In addition, subjective feedback from both students and teachers was taken on a validated feedback survey to decipher the qualitative benefits of the FCR. Comparing pre- and post-assessment scores, there was a significant improvement after the FCR session, especially in the low performers. There was optimistic feedback from students and teachers regarding the utility of FCR as a teaching-learning module. FCR as a teaching-learning module was feasible and effective, and the users seemed primarily satisfied. Although there is a higher workload for students and teachers, still FCR is an effective teaching-learning module for a large classroom.
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Introducing Personal Teaching Environment for Nontraditional Teaching Methods. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12157596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Students use technology in various ways to learn. The differences in their learning goals and needs make it challenging for teachers to be more engaged in designing educational tasks, assisting, and coping with their students learning. This paper introduces a novel structure of a concept for teaching called Personal Teaching Environment (PTE). This contribution aims to provide teachers with PTE components (tools, connections and activities, and data sources) that can facilitate the fulfillment of their educational tasks for them. The main goal of this study is to define the concept of PTE and its components, as well as to investigate the most popular nontraditional teaching methods and to relate PTEs to these methods with application examples. Therefore, this paper addresses the following questions: (a) What is the structure of PTE, and how does it work? (b) What are nontraditional teaching methods’ advantages, frameworks, and successful implementation stories? and (c) How would you categorize the tool types of nontraditional teaching methods to serve PTE applications? A review was conducted to achieve these goals, and a total of 93 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including the benefits and tool types of the five studied nontraditional teaching methods (flipped classroom, problem-based learning, gamification, case study, and social media-centered). Based on the results, the authors established significant examples for teachers who aim to use one or more of those nontraditional teaching methods through the adoption and utilization of the PTE applications.
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Effect of flipped classroom approach in the teaching of a hematology course. PLoS One 2022; 17:e0267096. [PMID: 35446895 PMCID: PMC9022851 DOI: 10.1371/journal.pone.0267096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 04/01/2022] [Indexed: 11/19/2022] Open
Abstract
The flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a hematology course and their perception of the flipped classroom as an active learning strategy. In addition, students’ perceptions regarding the flipped classroom as an active learning strategy were assessed. Of two cohorts in hematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students’ learning outcomes, achievements and performance on examinations in hematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. The results indicate the effectiveness of flipped classrooms as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students zrecognized that the flipped classroom as an active learning style was more beneficial than the traditional teaching approach.
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Hamoen EC, De Jong PGM, Van Blankenstein FM, Reinders MEJ. Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study. JMIR MEDICAL EDUCATION 2022; 8:e29624. [PMID: 35389362 PMCID: PMC9030912 DOI: 10.2196/29624] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 08/19/2021] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Clinical workplace learning takes place in a dynamic and complex learning environment that is designated as a site for patient care and education. Challenges in clinical training can be overcome by implementing blended learning, as it offers flexible learning programs suitable for student-centered learning, web-based collaboration, and peer learning. OBJECTIVE The aim of this study is to evaluate the Small Private Online Course (SPOC) by interns' first impressions and satisfaction measures (N=20) on using the SPOC. This study describes the design process of a SPOC from a theoretical and practical perspective and how it has been integrated into a clinical internship in internal medicine. METHODS The design of the SPOC was based on general theoretical principles that learning should be constructive, contextual, collaborative, and self-regulated, and the self-determination theory to stimulate intrinsic motivation. Interns' impressions and level of satisfaction were evaluated with a web-based questionnaire and group interview. RESULTS Interns thought the web-based learning environment to be a useful and accessible alternative to improve knowledge and skills. Peer learning and web-based collaboration through peer interaction was perceived as less effective, as student feedback was felt inferior to teacher feedback. The interns would prefer more flexibility within the course, which could improve self-regulated learning and autonomy. CONCLUSIONS The evaluation shows that the SPOC is a useful and accessible addition to the clinical learning environment, providing an alternative opportunity to improve knowledge and skills. Further research is needed to improve web-based collaboration and interaction in our course.
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Affiliation(s)
- Esther C Hamoen
- Department of Internal Medicine, Leiden University Medical Center, Leiden, Netherlands
| | - Peter G M De Jong
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, Netherlands
| | | | - Marlies E J Reinders
- Department of Internal Medicine, Leiden University Medical Center, Leiden, Netherlands
- Nephrology and Transplantation, Internal Medicine, Erasmus Medical Center Transplantation Institute, Erasmus Medical Center, Rotterdam, Netherlands
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Kositanurit W, Vivatvakin S, Kaikaew K, Varachotisate P, Burana C, Chayanupatkul M, Thanprasertsuk S, Wangsaturaka D, Kulaputana O. Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:162. [PMID: 35264176 PMCID: PMC8905559 DOI: 10.1186/s12909-022-03217-w] [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: 11/09/2021] [Accepted: 03/01/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND Asynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the effectiveness and students' attitudes towards this method under this special circumstance have not been exclusively studied. Hence, we aimed to evaluate these aspects of cardiovascular physiology teaching in an undergraduate medical curriculum. METHODS We analysed and compared the academic achievement and attitudes of 613 medical students on cardiovascular physiology between pre-COVID-19 and COVID-19 years in which different teaching methods were implemented. In addition, we also explored the importance of teaching methods and teachers by subgroup analysis to evaluate whether they influenced the academic achievement and attitudes of students. RESULTS Overall students' academic achievement was significantly higher when lectures were taught by the traditional method than by the asynchronous online method. Moreover, subgroup analysis revealed that teachers were also a factor influencing students' academic achievement. Although most students had positive attitudes towards asynchronous online lectures, overall satisfaction was slightly higher when all lectures were taught by the traditional method than by the asynchronous online method. CONCLUSIONS Asynchronous online lectures might not be an effective teaching method especially during the abrupt change in education. Under the 'new normal' medical education, not only teaching methods but also teachers are the essential keys to the success in academic achievement and attitudes of undergraduate medical students.
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Affiliation(s)
- Weerapat Kositanurit
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Sarocha Vivatvakin
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Kasiphak Kaikaew
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Pachara Varachotisate
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Chuti Burana
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Maneerat Chayanupatkul
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Sekh Thanprasertsuk
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Danai Wangsaturaka
- Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
- Division of Academic Affairs, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand
| | - Onanong Kulaputana
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV road, Pathumwan, Bangkok, 10330, Thailand.
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Bezerra de Lima AC, Moura dos Santos DC, Lima de Almeida S, da Silva EL, Batista Ferreira e Pereira E. Ensino híbrido na formação em saúde: uma revisão sistemática. REVISTA CUIDARTE 2022. [DOI: 10.15649/cuidarte.2051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introdução: A partir da necessidade de reestruturação das instituições de ensino em saúde devido à pandemia da COVID-19, o ensino híbrido vem se destacando como possibilidade de reorganização das atividades educativas. O objetivo deste estudo foi escrever o desenvolvimento do ensino híbrido na formação de profissionais da área da saúde. Materiais e Métodos: Revisão sistemática da literatura, baseada nas recomendações da Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A pesquisa foi desenvolvida em pares, entre julho a setembro de 2020, em quatro bases de dados eletrônicas. Os descritores foram os termos “Educação a Distância”, “Educação Superior”, “Aprendizagem”, “Saúde”, “Enfermagem”, “Medicina”, “Odontologia” e “Fisioterapia” e “Ensino híbrido”. Os artigos foram classificados conforme seu Nível de Evidência. Resultados: 49 artigos foram selecionados, entre estudos quantitativos, qualitativos e de método misto. Foram encontradas experiências do desenvolvimento do ensino híbrido nos diferentes cursos de formação na área da saúde. Observou-se aplicação do ensino híbrido segundo o modelo de Rotação, modelo à la carte e o modelo Flex. Discussão: o ensino híbrido vem ganhando destaque cada vez maior no cenário da educação acadêmica em saúde. Foi visto que, a partir dele, o aluno destaca-se em sua aprendizagem, pois é o principal gerenciador deste processo, aprendendo ativamente por diversos instrumentos educativos a partir da condução do professor. Conclusões: O êxito do ensino híbrido pode estar relacionado ao seu caráter inovador, flexível, com boa relação custo-benefício e capaz de tornar os alunos protagonistas do seu processo de ensino-aprendizagem, influenciando no desempenho acadêmico dos alunos.
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Fakhoury HMA, A Fatoum H, Aldeiry MA, Alahmad H, Enabi J, Kayali S, Bawahab Y, Masuadi EM, Obeidat A, Lumsden CJ. Flipping a biochemistry class within a medical curriculum: Impacts on perception, engagement, and attainment. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:625-632. [PMID: 33904634 DOI: 10.1002/bmb.21521] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 03/02/2021] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
The flipped classroom has gained prominence in higher education, but little has been written about its application in the Middle East. This study aimed to assess the feasibility, acceptability, and impact of flipping biochemistry classes in comparison to the traditional didactic program. The study was conducted on first-year medical students taking biochemistry at a private University in Saudi Arabia. A series of short, pre-recorded videos were used to replace traditional lectures. The scheduled lecture time was used for problem solving and discussion sessions. To gather their evaluation of the learning approach, participants completed an online survey. To study the effect of the learning approach on exam performance, the scores of the participants were compared in questions taught using the flipped classroom versus the traditional didactic method. Participants noted that the effort needed for the course was similar regardless of the learning approach. Moreover, examination performance measured using single best answer multiple-choice questions showed no difference between the two teaching methods. However, the participants did report a significantly better perception of the flipped classroom compared to the traditional approach. Although no significant improvement in examination results was noted, the participants significantly favored the flipped classroom over traditional lectures. This study has demonstrated that the flipped classroom can be used in the teaching of the biosciences within a Middle Eastern setting, resulting in an improvement in student satisfaction and engagement in the course materials.
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Affiliation(s)
- Hana M A Fakhoury
- Department of Biochemistry and Molecular Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Hanaa A Fatoum
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | | | - Hawazen Alahmad
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Joud Enabi
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Sara Kayali
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Yahya Bawahab
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Emad M Masuadi
- Research Unit, Medical Education Department, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Akef Obeidat
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
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Bdair IA. Nursing students' and faculty members' perspectives about online learning during COVID-19 pandemic: A qualitative study. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.02.008] [Citation(s) in RCA: 42] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Crome M, Adam K, Flohr M, Rahman A, Staufenbiel I. Application of the inverted classroom model in the teaching module "new classification of periodontal and peri-implant diseases and conditions" during the COVID-19 pandemic. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc89. [PMID: 34286069 PMCID: PMC8256130 DOI: 10.3205/zma001485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 01/21/2021] [Accepted: 02/25/2021] [Indexed: 06/13/2023]
Abstract
Background: Due to the need for patient-free dental education during the COVID-19 pandemic, Hannover Medical School (MHH) implemented a new periodontology module. Its didactic structure was based on the "inverted classroom model" (ICM) in combination with elements of case-based learning. The educational objective was to increase the diagnostic confidence of dental students in the classification of periodontal patients (staging & grading), based on 33 digitized patient cases. To assess the suitability of the module for future dental curricula, this study aimed to evaluate student satisfaction and skills acquisition. Methods: The periodontology module, which was attended by final year dental students of MHH (n=55, mean age: 26.5±3.9 years, male/female ratio: 24.1%/75.9%) was evaluated in a two-tiered way. Student satisfaction was recorded using a questionnaire. Learning success was assessed by comparing error rates in patient case classifications before (T0) and after (T1) participation in the periodontology module. Results: The study found a high level of student satisfaction with the ICM format and a significant reduction in error rates (T0 error rate=28.3%; MV±SD=3.12±1.67 vs. T1 error rate=18.7%; MV±SD=2.06±1.81; Δ=9.6%). However, of the 11 diagnostic decisions required, only four parameters (extent, grading, percentage of bone loss per age, phenotype) showed significant improvements, with effect sizes ranging from small to medium. Conclusions: The ICM-based teaching concept is definitely not an alternative to patient-based learning. However, in regard to student satisfaction and learning success, it might be superior to conventional classroom-based lectures, especially when complex topics are covered. In summary, the newly developed periodontology module may be a useful addition to traditional dental education in future curricula, even for the time after the COVID-19 pandemic.
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Affiliation(s)
- Marius Crome
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Knut Adam
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Marco Flohr
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Alexander Rahman
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Ingmar Staufenbiel
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
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Al Basheer A, Almazrou S. Assessing Female Pharmacy Students' Satisfaction with Active Learning Techniques at King Saud University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:319-327. [PMID: 33833605 PMCID: PMC8020139 DOI: 10.2147/amep.s284415] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 02/15/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Studies conducted in Saudi Arabia assess student's perception towards using the flipped classroom or audience response system (ARS) separately, none integrated the two strategies. This study aims to evaluate pharmacy students at King Saud University - college of pharmacy's perceptions of student engagement and satisfaction with audience response system (ARS), and the flipped classroom techniques. METHODS Two lecture topics were flipped and delivered to female students enrolled in the pharmacy practice lab course at the university. An audience response system was integrated into the flipped classroom. The satisfaction of the students was measured using an online questionnaire. They then rated their satisfaction on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). RESULTS Overall, 82.1% of the students stated that the ARS made the class better; 71.64% agreed that taking a course in a flipped classroom was a useful learning experience. Online questionnaire revealed that the ARS fostered students' thinking skills and peers' interaction. Many students report that the flipped classroom made them evaluate their learning processes and pace themselves according to their speed, time, and level of interest. Students, however, stated that technical issues and time-consuming tasks were a downside to these teaching strategies. CONCLUSION Although the students' overall response to the use of ARS and flipped classroom techniques was positive; limited class time hindered students from achieving the full benefits reaped from these strategies. Therefore, as per our study's results, modifying the duration of the class to ensure it is not too short to be overwhelming can help instructors utilize these startegies in the best possible manner. Alternatively, a thorough and pre-emptive selection of familiar discussion topics ahead of time would also help in this regard.
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Affiliation(s)
- Asmaa Al Basheer
- Pharmaceutics Department, College of Pharmacy, Jazan University, Jazan, 45142, Kingdom of Saudi Arabia
| | - Saja Almazrou
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, 11323, Saudi Arabia
- Correspondence: Saja Almazrou Clinical Pharmacy Department, College of Pharmacy, King Saud University, P.O. Box 28670, Riyadh, 11323, Saudi Arabia Email
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Sajid M, Shaikh AA, Ikram MF, Cahusac P, Yaqinuddin A, AlKattan W, Rohra D. Comparative Analysis of Effectiveness Between Flipped Classroom and Lecture-Based Classroom in Undergraduate Medical Education at Alfaisal University. Cureus 2020; 12:e11408. [PMID: 33312806 PMCID: PMC7725447 DOI: 10.7759/cureus.11408] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Objective The effectiveness of the flipped classroom is currently debated due to conflicting results from different studies. It is therefore important to evaluate its usefulness each time it is applied in a new setting. Thus, this study was conducted with the objective of evaluating the effectiveness and acceptability of the flipped classroom in undergraduate medical education at the College of Medicine, Alfaisal University. Methods This was a quasi-experimental study consisting of development and administration of a flipped classroom with one group of students receiving the flipped classroom (FG) and the other group with the traditional lecture-based teaching (LG). We compared the pre-university enrolment Cumulative Grade Point Average (CGPA), preceding progress test results and previous semester performance for the two groups, which showed no statistical difference. Results Since the FG had received the video lecture while the LG had not, there was a clear statistical difference between the groups with FG showing better performance in pre-test scores. The post-test performances were marginally not statistically different between FG and LG groups. Conclusion Our results did not show any long-term benefit of a flipped classroom in terms of retention of knowledge as manifested by grades obtained in midterm and final examinations. It was also not received positively by the students.
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Affiliation(s)
- Muhammad Sajid
- Pathology, Alfaisal University College of Medicine, Riyadh, SAU
| | | | | | - Peter Cahusac
- Pharmacology, Alfaisal University College of Medicine, Riyadh, SAU
| | - Ahmed Yaqinuddin
- Anatomical Sciences, Alfaisal University College of Medicine, Riyadh, SAU
| | - Wael AlKattan
- Surgery, Alfaisal University College of Medicine, Riyadh, SAU
| | - Dileep Rohra
- Pharmacology, Alfaisal University College of Medicine, Riyadh, SAU
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Ahmed SA, Hegazy NN, Abdel Malak HW, Cliff Kayser W, Elrafie NM, Hassanien M, Al-Hayani AA, El Saadany SA, Ai-Youbi AO, Shehata MH. Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study. BMC MEDICAL EDUCATION 2020; 20:400. [PMID: 33138818 PMCID: PMC7605338 DOI: 10.1186/s12909-020-02311-1] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 10/16/2020] [Indexed: 05/02/2023]
Abstract
BACKGROUND COVID - 19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression. AIM OF THE WORK This work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning. METHODS This qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole. RESULTS Participants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method. CONCLUSION In order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.
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Affiliation(s)
- Samar A Ahmed
- Professor of Forensic Medicine, Director Ain shams University Middle East North Africa FAIMER Regional Institute, Ain shams University, Cairo, Egypt
| | - Nagwa N Hegazy
- Associate professor of Family Medicine, Director of Medical education and Human Resources Center Faculty of Medicine, Menoufia University, ASU MENA FAIMER Regional Institute 2019 fellow, Menoufia, Egypt.
| | - Hany W Abdel Malak
- Professor of Anatomy & Embryology at faculty of medicine - ASU & AFCM. Director of online presence at ASU MENA FAIMER, Ain shams University, Cairo, Egypt
| | - W Cliff Kayser
- Chief Science Officer, SixSeed Partners, Washington, D.C, USA
| | - Noha M Elrafie
- Assistant lecturer of Forensic Medicine and Toxicology, Faculty of Medicine, Ain Shams University, ASU MENA FAIMER Regional Institute 2019 fellow, Cairo, Egypt
| | - Mohammed Hassanien
- King Abdulaziz University, Vice presidency for educational affairs and college of Pharmacy and College of Medicine, Tanta University, Tanta, Egypt
| | - Abdulmonem A Al-Hayani
- University Vice President for Educational Affairs and Department of Anatomy, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Sherif A El Saadany
- College of Pharmacy, King Abdulaziz University, Jeddah Saudi Arabia, College of Medicine, Tanta University, Tanta, Egypt
| | - Abdulrahman O Ai-Youbi
- University President and Chemistry Department, Faculty of Science, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Mohamed H Shehata
- Professor of Family Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Kingdom of Bahrain and Faculty of Medicine, Helwan University, Helwan, Egypt
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Fan JY, Tseng YJ, Chao LF, Chen SL, Jane SW. Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study. BMC MEDICAL EDUCATION 2020; 20:317. [PMID: 32948178 PMCID: PMC7501708 DOI: 10.1186/s12909-020-02240-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Accepted: 09/10/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND New teaching strategies must be developed not only to enhance nurse's competence but also to allow nurses to respond to the complex health care needs of today's society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program. METHODS The study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students' learning outcomes. RESULTS The experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the "self-modification" subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction. CONCLUSIONS A flipped classroom teaching approach had a positive impact on student's learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in Nursing (BSN) program to tackle today's complex revolution in nursing curricula, and may enhance nursing students' abilities to address numerous challenges.
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Affiliation(s)
- Jun-Yu Fan
- Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, Division of Nursing, Chang Gung Memorial Hospital, Linkou Branch, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
| | - Ying-Jung Tseng
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
| | - Li-Fen Chao
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
| | - Shiah-Lian Chen
- Department of Nursing, National Taichung University of Science and Technology, No.129, Sec. 3, Sanmin Rd., North Dist., Taichung City, 40401 Taiwan (R.O.C.)
| | - Sui-Whi Jane
- Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
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Crilly P, Kayyali R. The use of social media as a tool to educate United Kingdom undergraduate pharmacy students about public health. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:181-188. [PMID: 32147160 DOI: 10.1016/j.cptl.2019.11.012] [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: 01/14/2019] [Revised: 07/03/2019] [Accepted: 11/09/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE The role of community pharmacists in England now includes public health service delivery, which is deemed to be an essential pharmacy service. This study aimed to evaluate pharmacy students' perceptions of social media as a learning tool and to investigate if workplace skills could be imbedded into a course assignment. EDUCATIONAL ACTIVITY AND SETTING Final year Kingston University MPharm students (N = 120) were divided into 10 groups for a course assignment. They had to deliver an offline and online public health campaign on an assigned topic. Following the campaign, students delivered an oral presentation and created a poster to showcase their campaign content and strategy. FINDINGS Over half (51.3%) preferred the self-directed learning aspect of the assignment while 28.2% preferred the delivery of the campaign and use of social media. Students noted that they had developed team working, communication and creativity skills. Most (93.6%) agreed that social media was an effective tool when learning about public health. Students achieved higher scores for their social media pages than they did for their oral presentation. SUMMARY A blended learning approach proved to be an effective way to teach final year pharmacy students about public health topics. Social media was noted as an effective tool to learn about public health. A public health assignment is an effective way to support pharmacy students to learn how to use this medium appropriately to support healthy lifestyles.
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Affiliation(s)
- Philip Crilly
- Department of Pharmacy, School of Life Sciences, Pharmacy and Chemistry, Kingston University, United Kingdom.
| | - Reem Kayyali
- Department of Pharmacy, School of Life Sciences, Pharmacy and Chemistry, Kingston University, United Kingdom.
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Vodovar D, Ricard JD, Zafrani L, Weiss E, Desrentes E, Roux D. [Assessment of a newly-implemented blended teaching of intensive care and emergency medicine at Paris-Diderot University]. Rev Med Interne 2020; 41:368-374. [PMID: 32008801 DOI: 10.1016/j.revmed.2019.12.021] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2019] [Revised: 11/28/2019] [Accepted: 12/23/2019] [Indexed: 11/19/2022]
Abstract
INTRODUCTION Blended-learning methods could be a response to student nonattendance. Non-compulsory teaching combining e-learning/interactive face-to-face sessions has been implemented at Paris-Diderot Medical School for the teaching of intensive care and emergency medicine during the 2018/2019 university period. The aim of the study was to assess this newly-implemented blended teaching. METHODS Questionnaire submitted to the 388 DFASM3 medical students present at the faculty exam of intensive care/emergency medicine. Attendance at a teaching modality was defined by the follow-up of more than half of this teaching modality. Correlations between attendance at e-learning and/or interactive face-to-face sessions, and grade were performed. RESULTS A total of 358/388 (92%) students participated in this survey. A quarter of the students (88/321 - 25%) reported they usually attended at traditional lectures. Regarding blended-learning, 210/317 (67%) students reported having attended at e-learning courses and 84/321 (27%) attended at interactive face-to-face sessions. The distribution of students according to their attendance at e-learning and/or interactive face-to-face sessions was significantly different (P<0.01). There was a significant correlation (P<0.001) between attendance at e-learning and grade obtained at the faculty exam. Nevertheless, this correlation was also found for these students in another course taught traditionally. Overall, 309/315 (98%) students were satisfied with the blended teaching, 297/318 (93%) wanted its extent to the whole medical school's curriculum. CONCLUSION The use of combined learning methods reached more students than traditional teachings and allowed the University to focus on its role of knowledge transfer.
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Affiliation(s)
- D Vodovar
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; FeTox, centre antipoison et de toxicovigilance de Paris, hôpital Fernand-Widal, AP-HP, 200, rue du Faubourg Saint-Denis, 75010 Paris, France.
| | - J D Ricard
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Service de médecine intensive et réanimation, hôpital Louis Mourier, AP-HP, 92700 Colombes, France
| | - L Zafrani
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Service de médecine intensive et réanimation, hôpital Saint-Louis, AP-HP, 75010 Paris, France
| | - E Weiss
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Département d'anesthésie-réanimation, hôpital Beaujon, AP-HP, 92110 Clichy, France
| | - E Desrentes
- UFR de médecine Paris-Diderot, service MédiTICE, université de Paris, 75010 Paris, France
| | - D Roux
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Service de médecine intensive et réanimation, hôpital Louis Mourier, AP-HP, 92700 Colombes, France
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Vásquez Astudillo M. The Blended Learning Pedagogical Model in Higher Education. LECTURE NOTES IN NETWORKS AND SYSTEMS 2020:141-166. [DOI: 10.1007/978-3-030-45781-5_7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
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Ding C, Li S, Chen B. Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students. BMC MEDICAL EDUCATION 2019; 19:419. [PMID: 31727043 PMCID: PMC6854635 DOI: 10.1186/s12909-019-1861-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Accepted: 10/29/2019] [Indexed: 05/17/2023]
Abstract
BACKGROUND This study aimed to investigate the benefits and challenges of the flipped classroom combined with team-, case-, lecture- and evidence-based learning (FC-TCLEBL) for ophthalmology teaching for eight-year program students. METHODS FC-TCLEBL and the traditional lecture-based classroom (LBC) were compared based on student and teacher feedback questionnaires, student learning burden, and scores on standardized tests as well as their effects on the abilities of clinical thinking, scientific research, active-learning, practical application, humanistic care and communication with patients. RESULTS Both the students and teachers were more satisfied with the FC-TCLEBL model. More students in the FC-TCLEBL group agreed that the course helped them to develop skills in creative thinking, problem solving, and teamwork. Students in the FC-TCLEBL group spent significantly more time preparing for class than those in the LBC group, but the time spent on review was significantly lower in the FC-TCLEBL group. The students from the FC-TCLEBL group performed better in a post-test on diabetic retinopathy (DR) as compared to the LBC group. CONCLUSIONS FC-TCLEBL teaching model is effective and suitable for ophthalmology teaching.
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Affiliation(s)
- Chun Ding
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, Changsha, 410011 China
| | - Shengguo Li
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, Changsha, 410011 China
| | - Baihua Chen
- Department of Ophthalmology, The Second Xiangya Hospital of Central South University, Changsha, 410011 China
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Xu P, Chen Y, Nie W, Wang Y, Song T, Li H, Li J, Yi J, Zhao L. The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2019; 80:67-77. [PMID: 31279251 DOI: 10.1016/j.nedt.2019.06.005] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 04/14/2019] [Accepted: 06/10/2019] [Indexed: 05/26/2023]
Abstract
OBJECTIVES Skill competence is essential for nursing students and flipped-classroom teaching has become increasingly popular in China's nursing education. However, no studies have yet specifically examined the effect of a flipped classroom versus a traditional classroom on their skill competence. DESIGN A systematic review and meta-analysis of randomised controlled trials. DATA SOURCES The China National Knowledge Infrastructure, Wanfang Data, VIP, Superstar, PubMed, and Web of Science databases were searched from their inception until 9 June 2018. REVIEW METHODS We screened the studies according to inclusion and exclusion criteria, extracted the data, and assessed the quality. Then, a meta-analysis was conducted. RESULTS Twenty-two studies were eligible after reviewing 484 citations. The flipped classroom increased the students' skills score compared with the traditional teaching method (standardised mean difference = 1.79, 95% confidence interval: 1.32-2.27, p = 0.000). Additionally, it improved the cooperative spirit and sense of teamwork (effect size = 1.60, 95% confidence interval: 1.15-2.06), practical ability (effect size = 1.47, 95% confidence interval: 0.93-2.01), enjoyment of the course (effect size = 1.39, 95% confidence interval: 0.81-1.97), expression and communication (effect size = 1.41, 95% confidence interval: 0.69-2.12), the curriculum's effects (effect size = 1.32, 95% confidence interval: 1.00-1.64), interest in participation (effect size = 1.58, 95% confidence interval: 1.28-1.87), ability to think and analyse problems (effect size = 1.62, 95% confidence interval: 1.24-2.00), and resolution and resilience (effect size = 1.62, 95% confidence interval: 1.29-1.94). CONCLUSIONS The results suggest that the flipped classroom is more effective for the nursing students' skill competence than traditional teaching in China. However, due to heterogeneity and bias risk, a large sample and high-quality studies are needed in future to confirm its effectiveness.
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Affiliation(s)
- Ping Xu
- School of Nursing, Jilin University, Changchun, China
| | - Yingying Chen
- School of Nursing, Jilin University, Changchun, China
| | - Wenbo Nie
- School of Nursing, Jilin University, Changchun, China
| | - Yuan Wang
- School of Nursing, Jilin University, Changchun, China
| | - Tianjiao Song
- School of Nursing, Jilin University, Changchun, China
| | - Haoran Li
- School of Nursing, Jilin University, Changchun, China
| | - Jin Li
- School of Nursing, Jilin University, Changchun, China
| | - Jiang Yi
- School of Nursing, Jilin University, Changchun, China.
| | - Lijing Zhao
- School of Nursing, Jilin University, Changchun, China.
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Ahmady S, Khajeali N, Sharifi F, Mirmoghtadaei ZS. Factors related to academic failure in preclinical medical education: A systematic review. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2019; 7:74-85. [PMID: 31086799 PMCID: PMC6475028 DOI: 10.30476/jamp.2019.44711] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Accepted: 01/30/2019] [Indexed: 06/01/2023]
Abstract
INTRODUCTION Identifying the learners' problems early enough and providing advice from the beginning is definitely an important investment in the training and progress of future practitioners. The current review aimed at examining factors related to academic failure of the preclinical medical students. METHODS The study was carried out as a systematic search of publications in the following databases published from January 1987 to January 2018: PubMed, Web of Knowledge, Educational Resources, Information Center and Scopus. No language limitation was set for searching the resources. As a comprehensive search, the following keywords were used for the abstract, title and keyword sections: academic performance, academic failure, academic achievement, drop out, academic engagement, learning disorder, medical student, struggle student and problem learner. A valid tool (STROBE) was used to determine the quality of the articles. RESULTS Most articles discussed personal causes, 7 discussed learning style, 7 discussed personality traits, 6 discussed motivational strategies and self-efficacy, 4 discussed quality of sleep, 4 discussed the effect of stress, 9 discussed demographic factors, 3 discussed physical activity, 1 discussed coping strategies, 2 discussed class attendance and 4 discussed study strategy. Twenty-five articles described instructional design cause, 3 described teaching strategies, 2 described course assessments, 1 described the course structure, 3 described critical thinking, 3 described blended learning, 13 described predictive courses, 14 described admission tests, 1 described the learning environment, 2 described curriculum planning and 3 described the pre-matriculation program. CONCLUSION Medical teachers often do not know which students are problem learners or what causes academic failure. The goal of this systematic review was to determine the origin of problems in learning to identify problem learners. The results indicates that managers, policymakers, instructors and counselors can monitor student academic achievement by careful planning of instructional design, attention to an educational environment, use of active teaching methods, continuous assessment of students and consideration of personal factors.
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Affiliation(s)
- Soleiman Ahmady
- School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Nasrin Khajeali
- Medical Education Department, student's research committee, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Farshad Sharifi
- Elderly Health Research Center, Endocrinology and Metabolism Population Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Zohre Sadat Mirmoghtadaei
- Department of virtualization in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran
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Ahmady S, Khajeali N, Sharifi F, Mirmoghtadaei ZS. Factors related to academic failure in preclinical medical education: A systematic review. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2019; 7:74-85. [PMID: 31086799 PMCID: PMC6475028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Accepted: 01/30/2019] [Indexed: 10/12/2023]
Abstract
INTRODUCTION Identifying the learners' problems early enough and providing advice from the beginning is definitely an important investment in the training and progress of future practitioners. The current review aimed at examining factors related to academic failure of the preclinical medical students. METHODS The study was carried out as a systematic search of publications in the following databases published from January 1987 to January 2018: PubMed, Web of Knowledge, Educational Resources, Information Center and Scopus. No language limitation was set for searching the resources. As a comprehensive search, the following keywords were used for the abstract, title and keyword sections: academic performance, academic failure, academic achievement, drop out, academic engagement, learning disorder, medical student, struggle student and problem learner. A valid tool (STROBE) was used to determine the quality of the articles. RESULTS Most articles discussed personal causes, 7 discussed learning style, 7 discussed personality traits, 6 discussed motivational strategies and self-efficacy, 4 discussed quality of sleep, 4 discussed the effect of stress, 9 discussed demographic factors, 3 discussed physical activity, 1 discussed coping strategies, 2 discussed class attendance and 4 discussed study strategy. Twenty-five articles described instructional design cause, 3 described teaching strategies, 2 described course assessments, 1 described the course structure, 3 described critical thinking, 3 described blended learning, 13 described predictive courses, 14 described admission tests, 1 described the learning environment, 2 described curriculum planning and 3 described the pre-matriculation program. CONCLUSION Medical teachers often do not know which students are problem learners or what causes academic failure. The goal of this systematic review was to determine the origin of problems in learning to identify problem learners. The results indicates that managers, policymakers, instructors and counselors can monitor student academic achievement by careful planning of instructional design, attention to an educational environment, use of active teaching methods, continuous assessment of students and consideration of personal factors.
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Affiliation(s)
- Soleiman Ahmady
- School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Nasrin Khajeali
- Medical Education Department, student's research committee, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Farshad Sharifi
- Elderly Health Research Center, Endocrinology and Metabolism Population Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Zohre Sadat Mirmoghtadaei
- Department of virtualization in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran
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HEW KF, LO CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC MEDICAL EDUCATION 2018; 18:38. [PMID: 29544495 PMCID: PMC5855972 DOI: 10.1186/s12909-018-1144-z] [Citation(s) in RCA: 375] [Impact Index Per Article: 62.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2017] [Accepted: 03/08/2018] [Indexed: 05/20/2023]
Abstract
BACKGROUND The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). METHOD Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. RESULTS A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. CONCLUSIONS Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
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Affiliation(s)
- Khe Foon HEW
- The University of Hong Kong, Pok Fu Lam, Road, Hong Kong
| | - Chung Kwan LO
- The University of Hong Kong, Pok Fu Lam, Road, Hong Kong
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Maursetter LJ, Prince LK, Yuan CM, Simon JF. Sharing innovations to enhance renal fellow education in dialysis. Semin Dial 2018; 31:163-169. [DOI: 10.1111/sdi.12662] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Laura J. Maursetter
- Division of Nephrology; University of Wisconsin School of Medicine and Public Health; Madison WI USA
| | - Lisa K. Prince
- Nephrology Service; Walter Reed National Military Medical Center; Washington DC USA
| | - Christina M. Yuan
- Nephrology Service; Walter Reed National Military Medical Center; Washington DC USA
| | - James F. Simon
- Department of Nephrology and Hypertension; Cleveland Clinic; Cleveland OH USA
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Hughes Y, Lyons N. Does the Flipped Classroom improve exam performance in medical education? A systematic review. MEDEDPUBLISH 2017; 6:100. [PMID: 38406476 PMCID: PMC10885262 DOI: 10.15694/mep.2017.000100] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Background: The 'flipped classroom' (FC) is a blended learning model in which educational material is delivered on-line prior to class, students then apply this knowledge through discussion and problem solving activities in class. Its effectiveness in medical education is debated. The aim of this systematic review is to assess the outcomes of studies which have compared the exam performance of traditional didactic teaching (DT) to the FC in medical education. Methods: A broad based literature search was performed in accordance with PRISMA protocol. MESH terms were 'flipped classroom', 'flipped teaching', 'blended learning' and 'medical education'. The outcomes of interest were test score results following FC compared to DT methods. Results: Eleven studies with a total of 2052 study participants were included in the review. Four studies demonstrated a significant improvement in test scores using FC compared to DT; four showed no significant difference and three demonstrated mixed results. Discussion and Conclusions: The results of this review are equivocal. Study heterogeneity in design, participants and subject covered may account for some of this disparity. Two studies provide evidence that the FC results in improved performance on higher cognitive tasks however further robust, in depth studies are required to demonstrate this conclusively.
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Ramnanan CJ, Pound LD. Advances in medical education and practice: student perceptions of the flipped classroom. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2017; 8:63-73. [PMID: 28144171 PMCID: PMC5245805 DOI: 10.2147/amep.s109037] [Citation(s) in RCA: 136] [Impact Index Per Article: 19.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.
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Affiliation(s)
- Christopher J Ramnanan
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa
- Correspondence: Christopher J Ramnanan, Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada, Tel +1 613 562 5800 ext 8702, Email
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