The flipped classroom

Eaton, Mike

doi:10.1111/tct.12685

Cited by 25 publications

(14 citation statements)

References 4 publications

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“…The flipped classroom method of teaching ECGs, as described in one study included in this review,63 serves as an excellent example of a learning process which focuses on actively creating meaning rather than merely acquiring knowledge (constructivism) 96. In a flipped classroom approach, students used CAI to familiarise themselves with educational content, and expand their learning by using the time in class to discuss concepts that they did not understand 101. It seems that this could be a useful approach for electrocardiography, which is considered a difficult subject to teach and to learn 13 14…”

Section: Discussionmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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ObjectivesIt remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence among medical students and residents.DesignThis systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.Data sourcesElectronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes for articles identified by the search.Eligibility criteriaStudies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents.Data extraction and synthesisTwo reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis.ResultsIn all studies, CAI was compared with face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, subanalyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence.ConclusionCAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning.PROSPERO registration numberCRD42017067054.

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Section: Discussionmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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“…It will change and forget with the passage of time and different levels of students' knowledge. Of course, new long-term learning interests will also appear as a short-term interest continues to increase [33,34]. When assessing longterm interests, time and short-term interests must be integrated, as shown in the following formula:…”

Section: University Studentmentioning

confidence: 99%

Blended Teaching Design of College Students’ Mental Health Education Course Based on Artificial Intelligence Flipped Class

Shan

Liu

2021

Mathematical Problems in Engineering

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The current education methods are mostly based on test-oriented education and rarely really care about the content of students’ concerns, and flipped psychological education methods have appeared in some areas. The main purpose of this thesis is to combine artificial intelligence and flipped classroom psychology. This article mainly introduces the characteristics of artificial intelligence and the definition of flipped classroom. What are the advantages of the intelligent teaching platform compared to traditional teaching? This article selects key 1 class, key 2 class, key 3 class, and key 4 class from the students of our school. Groups A1 and B1 conduct a semester of artificial intelligence combined with the concept of flipped classroom psychology. Groups A2 and B2 teach students in accordance with traditional teaching. The experimental results show that the proportion of groups A1 and B1 increased by 8.2% and 8.14%. The midterm and final average scores of groups A1 and B1 are 10.87, 7.2, 14.13, and 12.2 points higher than those of groups A2 and B2, and their scores have increased by 10.3% and 7.02%, 12.4%, and 11.9%. The mental health education course effect of artificial intelligence and flipped classroom psychology can more stimulate students’ interest and promote the improvement of students’ performance through autonomous learning.

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“…Advancements in adult learning methods have blossomed with approaches such as the flipped classroom, which blends online instruction, traditional homework, and experiential learning, where students learn through reflections on their experiences. 28,29 Virtual learning approaches are on the rise in the allergy-immunology community with recorded lectures, webinars, podcasts, and other national resources. Despite these offerings, implementation of virtual learning experiences into allergy-immunology fellowship programs has been slow as most graduate medical education programs continue to employ "community of practice" models in a small or large group classroom-type setting.…”

Section: Virtual Classroommentioning

confidence: 99%

The Future of Telehealth in Allergy and Immunology Training

Keswani

Brooks

Khoury

2020

The Journal of Allergy and Clinical Immunology: In Practice

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Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre-including this research content-immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

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The flipped classroom

Cited by 25 publications

References 4 publications

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Blended Teaching Design of College Students’ Mental Health Education Course Based on Artificial Intelligence Flipped Class

The Future of Telehealth in Allergy and Immunology Training

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