Flipped classroom on humanities: medicine, narrative and art

Grossman, Eloisa; Grosseman, Suely; Azevedo, George Dantas de; Figueiró-Filho, Ernesto Antônio; McKinley, Danette

doi:10.1111/medu.12861

Cited by 11 publications

(8 citation statements)

References 1 publication

(1 reference statement)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The incorporation of FC pedagogy in medical anatomy classes has been suggested to be driven, at least in part, by markedly reduced curricular time afforded to the teaching of the subject 15. Other preclinical FC applications included education related to the humanities,16 epidemiology,17 rheumatology,18 hematology,19 and point-of-care ultrasound (POCUS) 20. Similar to the case with anatomy, these subjects are believed to be important to the education of modern physicians, but curricular leadership may have difficulty finding formal curricular time to devote to these topics.…”

Section: Resultsmentioning

confidence: 99%

“…Almost universally, FCs in undergraduate medical education have been well received by medical students in both preclinical (Table 2) and clinical (Table 3) applications, generating strong positive perceptions on student evaluation surveys 11,12,16–20,22,24,26–30,32,34. Medical students generally express high degrees of satisfaction with online videos specifically designed for pre-class preparation in FC initiatives.…”

Section: Resultsmentioning

confidence: 99%

“…Students perceive that the active learning sessions increase their motivation to learn12 and enhance their level of engagement, investment, and interest in the subject matter 15,16,22,28,30. Relatedly, when explicitly queried, medical students typically indicate a strong preference for the interactive active learning environments in the FC relative to traditional lecture-based instruction 19,22,31,32,36…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Advances in medical education and practice: student perceptions of the flipped classroom

Ramnanan

Pound

2017

AMEP

271

206

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Advances in medical education and practice: student perceptions of the flipped classroom

Ramnanan

Pound

2017

AMEP

271

206

View full text Add to dashboard Cite

show abstract

“…O ganho de competência do conhecimento teórico, identificação dos instrumentais necessários e das etapas operatórias para abertura coronária, além da habilidade para realização de sua prática em todos os grupos dentários e a formação suficiente para realização em pacientes na clínica odontológica foram constatados após o estudo dos dados obtidos no questionário pré e pós do ganho de competência. Em outros estudos, nos cursos de Medicina, o uso da sala de aula invertida também potencializou o aprendizado em humanidades 26 , cirurgia 27 , medicina de urgência 28 e em habilidades clínicas para o gerenciamento e ressuscitação de pacientes com trauma 29 .…”

Section: Discussionunclassified

Sala de aula invertida para o ensino do conteúdo abertura coronária em Endodontia

Júnior

Maia²,

Cunha

et al. 2018

Rev ABENO

View full text Add to dashboard Cite

Recebido em 22/12/2017. Aprovado em 20/03/2018. RESUMOO objetivo deste estudo foi avaliar a sala de aula invertida como estratégia de ensino-aprendizagem para o conteúdo abertura coronária. O material didático para estudo prévio individual pelos estudantes foi disponibilizado online por meio de um software/aplicativo para desktop e dispositivos móveis contendo textos, imagens e vídeos demonstrativos. Nas aulas presenciais, o estudo prévio foi avaliado por um teste individual e em grupos houve discussão das respostas individuais monitorada pelo professor. Em seguida, foi apresentado um caso-problema, acompanhado de questões a serem resolvidas. Houve discussão das respostas até o entendimento e solução do problema apresentado. Vídeos com a sequência dos procedimentos para abertura coronária de elementos dentários simulados foram projetados antes e durante a execução da prática laboratorial. Por meio das respostas dos questionários de expectativa e de avaliação do método, 92,8% concordaram ser um método adequado para o aprendizado do tema proposto, apesar da maioria (64,2%) reconhecer que teriam dificuldades para o domínio do conteúdo. Após a atividade laboratorial, 100% dos estudantes estavam satisfeitos e confirmaram que o método contribuiu para o seu aprendizado. Além disso, 92,8% concordaram que a estratégia de ensino superou as expectativas e que estavam motivados para outras experiências. Os dados da autoavaliação de aquisição de competências pré e pós sala de aula invertida comprovaram que houve aprendizado significativo pelos estudantes e todos foram considerados habilitados baseados nos dados após a observação das habilidades pelo professor. Concluiu-se que a estratégia da sala de aula invertida foi adequada para o estudo do conteúdo abertura coronária. Descritores: Educação. Ensino. Aprendizagem por Associação de Pares. Endodontia.

show abstract

“…Several studies confirm a positive effect of flipped classrooms on the teaching and learning effectiveness and activity [19]. Numerous medical applications and analyses of this teaching/learning principle are meanwhile found in most different fields of pre-clinical [18,20,21] and clinical medicine [22][23][24][25][26][27] as well as in the further education of physicians [28]. In order to implement a flipped classroom, complete re-structuring of the curriculum seems to be reasonable [15].…”

Section: Flipped Classroommentioning

confidence: 96%

Digitale Strategien in der Lehre

2019

View full text Add to dashboard Cite

ZusammenfassungDie Entwicklung digitaler Strategien in der Lehre beruht auf den technologischen Fortschritten der letzten Jahrzehnte, aber auch auf der Motivation, ein didaktisches Konzept verstärkt auf den Lernenden zu zentrieren. Aus verfügbaren Daten der deutschen Hochschulmedizin ergibt sich das Bild, dass in der Medizin ganz allgemein und speziell in der HNO-Heilkunde digitale Lehrkonzepte aktuell noch eine untergeordnete Rolle spielen. Durch Erhebung eigener Daten konnten wir zeigen, dass die Studierenden in der HNO-Heilkunde in der Mehrheit auf durch den Dozenten ausgegebene Materialien als einzige Lernquelle zurückgreifen. Die Anwendung fundierter digitaler Lehrstrategien bietet daher, insbesondere fachbezogen für die HNO-Heilkunde, besondere Chancen, u. a. um dem Überangebot von Informationen aus teils unklaren Quellen im Internet entgegenzutreten.Der mögliche Digitalisierungsgrad der Lehre reicht heute von digitalen Serviceangeboten über punktuelle Angebote klassischer Lehrkonzepte und Blended Learning bis hin zum volldigitalen Studium. Die Attraktivität der curricularen Integration digitaler Lehrstrategien beruht dabei weniger auf der Nutzung rein technischer Fortschritte, sondern vielmehr auf den Möglichkeiten der Anwendung innovativer Curricula und neuer didaktischer Konzepte. In Abhängigkeit vom beabsichtigten Lehrzweck werden insbesondere dem Flipped Classroom und der digitalisierten Realität großes Potenzial zugeschrieben, während mobiles Lernen sich in der Praxis bereits individuell etabliert hat. Die Erprobung und Evaluierung digitaler Lehrinnovationen für konkrete Szenarien gehört aktuell zu den wichtigen wissenschaftlichen Herausforderungen digitaler Lehrkonzepte.Der flächendeckenden Etablierung digitaler Lehre stehen heute weniger technische Voraussetzungen, sondern vielmehr fehlende Finanzierungsmöglichkeiten im Wege, da Förderungen derzeit überwiegend projektgebunden stattfinden, bei dauerhafter Umsetzung jedoch regelmäßige Kosten vorhanden sind. Zur Unterstützung dieser vielversprechenden Lehrformen könnte die Förderung der Einrichtung von Abteilungen für digitale Lehre mit Bereitstellung von entsprechenden Hard- und Softwarelösungen an den Universitäten wesentlich beitragen. Durch die Bildung von Kooperationen zur Nutzung solcher digitalen Plattformen ergäbe sich eine hohe Effizienz in der Verbreitung unter gleichzeitiger Ausnutzung von Sparpotenzialen.

show abstract

Flipped classroom on humanities: medicine, narrative and art

Cited by 11 publications

References 1 publication

Advances in medical education and practice: student perceptions of the flipped classroom

Advances in medical education and practice: student perceptions of the flipped classroom

Sala de aula invertida para o ensino do conteúdo abertura coronária em Endodontia

Digitale Strategien in der Lehre

Contact Info

Product

Resources

About