Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach

Minuti, Aurelia; Sorensen, Karen; Schwartz, Rachel; King, Winifred S.; Glassman, Nancy; Habousha, Racheline

doi:10.1080/02763869.2018.1439184

Cited by 13 publications

(11 citation statements)

References 8 publications

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“…Students reported collaborating with peers and medical librarians for assistance with searching the literature. Many medical schools integrate information literacy into the preclinical curriculum by utilizing medical librarians to provide instruction in information seeking skills and/or embedding them as instructors and participants in the curriculum [31][32][33]. At Albert Einstein College of Medicine, librarians developed tutorials for first-and second-year medical students on conducting literature searches.…”

Section: Discussionmentioning

confidence: 99%

“…At Albert Einstein College of Medicine, librarians developed tutorials for first-and second-year medical students on conducting literature searches. The tutorials comprised the out-of-class component of a flipped classroom approach [33] and were well received by the students. Without a course per se on information literacy, SDL activities become essential to promote development of the skills students need in order to find clinically relevant information.…”

Section: Discussionmentioning

confidence: 99%

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Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

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Background: It is critical that medical students develop self-directed, lifelong learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years. Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course. Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and lifelong learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments. Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of lifelong learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and metacognition, Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

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“…The application of online learning does help teachers in implementing learning effectively, but that does not mean it cannot be separated from an obstacle [19], [20]. The research center for the DPR RI Expertise Agency explained that there are still obstacles in the application of online learning such as the lack of human resource capabilities in managing existing technology (both educators and students), lack of clarity in local government directives regarding the learning system being implemented, curriculum adjustments to learning needs, and limited facilities and infrastructure, especially technology support and internet networks.…”

Section: Constraints Faced By the Teacher When The Learning Pattern Changes From Face-toface To Onlinementioning

confidence: 99%

Effectiveness of Online Learning during the Covid-19 Pandemic on Economic Subjects in High Schools

Rahmawati

Hakim

Murwaningsih

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

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The Covid-19 pandemic has an impact on changing learning methods from faceto-face learning to online learning, learning activities that were originally carried out in schools because of the pandemic must be carried out at home. This learning method then made many teachers use various online learning media as an alternative learning which turned out to cause many complaints from students. The application of online learning due to changes in learning methods is a phenomenon that is studied more deeply by researchers using a descriptive qualitative approach. There are three kinds of data collection techniques used in this research, namely the observation method, the documentation method, and the interview method. All data obtained by the researcher were analyzed in detail, then the validity of the data was carried out using triangulation of techniques and techniques. The findings of this study indicate that the google classroom learning platform is preferred by teachers over other learning platforms such as Edmodo, WhatsApp Group, Zoom.us, and Google Meet. The Google Classroom learning platform is considered effective by teachers and easily accessible by students so that students can learn independently. Many learning features make it easier for teachers to create, modify, and monitor learning so that learning is more interesting, flexible, and a collection of student assignments can be known in more detail.

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“…The third is the improvement of the learner's thinking quality [14]. In 2018, Owolabi et al proposed the practice of teaching and learning in the second mode.…”

Section: Literature Reviewmentioning

confidence: 99%

Construction of the Teaching Model of Second Classroom of Translation Based on Network Platform

Liu¹

2019

JSS

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In order to further deepen the reform of college English teaching and improve the translation level of students, a teaching model of second classroom of translation based on network platform was proposed. The second classroom activities include audio visual group activities, conversational group activities, reading group activities, writing group activities, teaching group activities, research innovation and translation team activities. The organization and evaluation of the second classroom activities include the second classroom annual work plan, student scope, teacher and student assessment, and work summary. The results show that the second classroom fully mobilizes the initiative and enthusiasm of students to learn language and create a good learning environment. The translation level of students is improved, and they become applied talents. Therefore, the second classroom teaching mode can improve students' enthusiasm for college English courses, promote the exchange of classroom teaching, and improve the teaching effect of college English courses. In addition, students achieve better results in the second classroom mode than in the traditional mode. At the same time, the second classroom teaching mode helps students to improve their self-learning ability and effectively promote personalized learning.

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Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach

Cited by 13 publications

References 8 publications

Implementation and evaluation of a self-directed learning activity for first-year medical students

Implementation and evaluation of a self-directed learning activity for first-year medical students

Effectiveness of Online Learning during the Covid-19 Pandemic on Economic Subjects in High Schools

Construction of the Teaching Model of Second Classroom of Translation Based on Network Platform

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