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A micro-flipped classroom combines the traditional lecture-based course and the flipped classroom for a blended mixture of the two pedagogical approaches. It allows the instructor time to lecture in class, while promoting more interactive discussions between the students. In this study, we compared the differences between a traditional lecture-based course and a micro-flipped course to see if there were differences in three exam grades and overall course grades. Exam specific analyses revealed that exams delivered in the early and mid-semester (Exams 1 and 2) resulted in slightly higher grades in the micro-flipped class group, and the statistically significant benefits of the micro-flipped course emerged during the third exam. We conclude that all increases in student performance are meaningful, and benefits of the micro-flipped classroom can be realized within the course of one semester.

Local field potentials (LFP) reflect the spatially weighted low-frequency activity nearest to a recording electrode. LFP recording is a window to a wide range of cellular activities and has gained increasing attention over recent years. We here review major conceptual issues related to LFP with the goal of creating a resource for non-experts considering implementing LFP into their research. We discuss the cellular activity that constitutes the local field potential; recording techniques, including recommendations and limitations; approaches to analysis of LFP data (with focus on power-banded analyses); and finally we discuss reports of the successful use of LFP in clinical applications.

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