Application and Evaluation of the Flipped Classroom Based on Micro-Video Class in Pharmacology Teaching

Wu, Yiying; Li, Sha; Man, Qiong; Luo, Feng-Lin; Zheng, Yan; Yang, Shiwen; Xin, Ming; Zhang, Fang-Yan

doi:10.3389/fpubh.2022.838900

Cited by 26 publications

(25 citation statements)

References 11 publications

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“…Students can study independently by watching the course content, or discuss and interact with teachers and classmates online ( 52 , 55 – 57 ). The production of teaching videos is a challenge for teachers, as it requires making the video quality clear within a concise video length ( 58 ). Al-Zahrani mentioned the importance of the quality of the flipped classroom tools and materials, especially as video-recorded lectures and tools should be carefully prepared to increase student engagement and satisfaction ( 59 ).…”

Section: Resultsmentioning

confidence: 99%

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

Sun

Wang

et al. 2022

Front. Public Health

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With the outbreak of COVID-19 and the development of online teaching, the online flipping teaching mode has attracted increasing attention. Systematic analysis of the research status and development trend of the flipped classrooms is significant for guiding the improvement of the quality of online flipped teaching. This study used the metrology software CiteSpace to draw a scientific knowledge map of relevant research in the web of science database from 2013 to 2021. It performed visual analysis of research authors, research institutions and countries, keyword clustering, keywords co-occurrence, and keyword time zone distribution. The results showed that: (1) The flipped classrooms research has attracted increasing attention from the social and educational circles, however, the relationship between relevant research authors, institutions, and countries is not close enough, and there is little cooperation. We need to strengthen cooperation further and realize the sharing of high-quality resources; (2) Based on keyword co-occurrence cluster analysis, this study identified three hot topics, namely, preparation before class, classroom activities and consolidation after class; (3) According to the keyword time zone map, this study divided three frontier evolution trends: exploration period, adaptation period, and growth period; (4) Finally, with the spread of novel coronavirus, it is suggested to promote the online flipped classroom teaching mode, and put forward reasonable suggestions from the perspective of teachers, students and researchers, and look forward to the future digital development direction of the flipped classroom.

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Section: Resultsmentioning

confidence: 99%

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

Sun

Wang

et al. 2022

Front. Public Health

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“…There are amounts of research indicating that the education model of FC has the ability to increase teaching e ciency, such as Pharmacology [10], Neurosciences [17], Radiology courses [3], Health Physical Education[18], Entrepreneurship Education [19],etc. These studies state clearly that FC signi cantly enlarges students' study skill and greatly enhances the communication between teachers and students.…”

Section: Discussionmentioning

confidence: 99%

“…Study indicate that micro-course is a short video produced based on online resources and relevant knowledge points [10]. Before class, students can watch the video through the teaching platform or mobile platform to preview the course content in advance.…”

Section: Introductionmentioning

confidence: 99%

The Parctice of the Micro-Course Combined with Flipped Classroom in Emergency Medicine Education

Cui

Han

Jin

et al. 2022

Preprint

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BACKGROUND:With the reform of medical education methods, a novel educational resource “micro-course” and a new educational model “flipped classroom” have attracted the attention of educators. There are few indicates about whether and how they can be applied in emergency medicine teaching in the past period. OBJECTIVE: This paper investigates the practice of the micro-course combined with the flipped classroom in emergency medicine course in West Anhui Health Vocational College. SUBJECTS and METHODS: The students from Class 2003 and Class 2004 of the Clinical Department of West Anhui Health Vocational College, Grade 2000, were assigned to the reforming group and the traditional group respectively. The education style of the micro-course combined with the flipped classroom was applied to the reforming group, and the didactic teaching style was used in the traditional group. At the end of the course, theoretical tests and questionnaires were used to test the teaching results. RESULTS: The results of theory tests in reforming group were significantly better than those in traditional group (t=3.122, P <0.01). Furthermore, the outcomes of the questionnaire investigation indicated that the students' general satisfaction to participate in micro-course combined with flipped classroom was exceed traditional group. In the refroming group, the students thought that their passion to learning, efficiency of learning, and ability of learning on their own and solving the problem were greatly enhanced comparing with traditional teaching method. CONCLUSION: Micro-course combined with flipped classroom successfully increased the outcome of emergency medicine teaching. It should provide reference for the reform of emergency medicine teaching in medical colleges and universities.

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“…The most widely explored novel methods are problem-based learning (PBL) ( Sengupta and Sur, 2021 ), team-based learning (TBL) ( Nguyen et al, 2016 ; El-Banna et al, 2020 ), and case-based learning (CBL) ( Kaur et al, 2020 ; Chiranjeevi et al, 2022 ). During the latest decade, with the development of computer software and mobile apps, flipped classrooms (FC) ( Lockman et al, 2017 ) and micro classes (MC) ( Wu et al, 2022 ) have been used widely in pharmacology education. The novel teaching methods were reported to be excellent in improving students’ academic performance, scientific literacy and subjective enthusiasm ( El-Banna et al, 2017 ; Kennedy, 2019 ; Cheng et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students

Xiao

Ren²,

Chen³

et al. 2023

Front. Pharmacol.

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Background: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.Methods: Literature databases were searched from their inception to November 2022, and the studies were screened according to predefined inclusion and exclusion criteria to extract important information. Outcomes, including theoretical test scores, experimental test scores, subjective test scores, satisfaction scores, and the proportion of satisfaction, were analyzed using R software (version 3.6.1) and STATA (version 15). The NMA was conducted with a random-effects model under the Bayesian framework to calculate odds ratios (ORs) or mean differences (MDs) with associated 95% credible intervals (95% CIs). Surface under the cumulative ranking curve (SUCRA) probability values were calculated to rank the teaching methods examined.Results: A total of 150 studies involving 21,269 students were included. This NMA systematically evaluated 24 teaching strategies, such as problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL) and flipped classrooms (FC), etc., The results of the NMA showed that, PBL combined with CBL was most likely to improve students’ theoretical and subjective test scores (SUCRA = 75.49 and 98.19%, respectively), TBL was most likely to improve the experimental test score (SUCRA = 92.38%) and the satisfaction score (SUCRA = 88.37%), while FC had the highest probability of being the best option for improving the proportion of satisfaction (SUCRA = 84.45%).Conclusion: The current evidence indicates that TBL, PBL combined with CBL, and FC might be optimal strategies for pharmacology education since they have a more beneficial effect on students.

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Application and Evaluation of the Flipped Classroom Based on Micro-Video Class in Pharmacology Teaching

Cited by 26 publications

References 11 publications

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

The Parctice of the Micro-Course Combined with Flipped Classroom in Emergency Medicine Education

Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students

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