Looking at the Levels of Bloom's Taxonomy in a Flipped Classroom Utilizing Study Guide and Interactive Assignment for Undergraduate Medical Students

Our aims were determining the student’s views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasiexperimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student’s views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported.

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Conectando el modelo Flipped Learning y la teoría de las Inteligencias Múltiples a la luz de la taxonomía de Bloom/Connecting the Flipped Learning model and the Multiple Intelligences Theory considering Bloom’s taxonomy

Magister ◽

10.17811/msg.31.2.2019.45-54 ◽

2020 ◽

Vol 31 (2) ◽

pp. 45

Author(s):

Raúl Santiago Campión

Keyword(s):

Multiple Intelligences ◽

Flipped Classroom ◽

Bloom's Taxonomy ◽

Learning Model ◽

Flipped Learning ◽

Classroom Learning ◽

Bloom’S Taxonomy ◽

Multiple Intelligences Theory

El objetivo de este artículo es realizar una propuesta teórico-práctica con objeto de analizar el impacto que un adecuado diseño e implementación del modelo de Clase Inversa /Aprendizaje Inverso (Flipped Classroom /Learning) puede tener en el desarrollo de las Inteligencias Múltiples como estrategias de aprendizaje activo y diferenciador en el aula. Para ello, se comienza por definir en qué consiste la clase inversa (también aprendizaje inverso) centrándose en los conceptos de espacio individual y espacio grupal y la importancia de un adecuado diseño metodológico para atender a la diversidad del alumnado en general y sus diferencias en cuanto a Inteligencias Múltiples en particular. En este contexto, se realiza un análisis previo sobre cuál puede ser el mejor espacio de aprendizaje en cada una de las Inteligencias Múltiples identificadas por Gardner, para concluir con una serie de recomendaciones y una propuesta práctica sobre su implementación en el aula a la luz de la taxonomía de Bloom.

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To study medical students' perspective on rising violence against doctors. Do they consider obstetrics and gynecology a risky branch?

International Journal of Reproduction Contraception Obstetrics and Gynecology ◽

10.18203/2320-1770.ijrcog20173193 ◽

2017 ◽

Vol 6 (8) ◽

pp. 3314

Author(s):

Reena Sood ◽

Gurmeet Singh ◽

Parvinder Kaur Arora

Keyword(s):

Medical Students ◽

Study Data ◽

Student Perspective ◽

Medical Sciences ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Postgraduate Students ◽

Victims Of Violence ◽

To Receive ◽

Violence Against Doctors

Background: In recent years, there has been an epidemic of violence against health professional in many nations including India. The Indian Medical Association (IMA) has reported that 75% of doctors have faced physical or verbal violence during their lifetime. The objective of present study was to evaluate the medical student perspective on rising violence against doctors.Methods: This is a cross sectional questionnaire based study carried out at Sri Guru Ram Das Institute of medical Sciences and Research Amritsar. Undergraduate medical students from second year onwards, interns and post- graduate students of the institution were included in the study. Data was compiled and statistically analysed.Results: Total 497 medical students participated in the study. Among participants 327 (65.8%) were undergraduates, 106 (21.3%) were interns, 64 (12.9%) were postgraduate students 97.18% of students said that they were aware of rising incidents of violence against doctors. while 96% of participants said that they were concerned about the problem. For 86.1% students source of information of these incidents was social media. 82.5% participants said that doctors are at higher risk of being victim of violence than other profession. 89.1% of participants who had said that doctors are at higher risk of being victims of violence than other professions have said yes to the question that doctors need to be trained in martial arts. 70.2% said that these incidences would affect their future carrier choices. 60.8% Students said that certain specialties are more prone to receive violence than others. In response to an open-ended question which specialties are more prone, 83.6% participants had written surgical branches and obstetrics and gynecology.Conclusions: The study indicates that they find certain specialties more-risky and their inclination towards non- surgical branches for post-graduation.

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The Flipped Classroom Approach to Improve Fundus Examination Skills for Medical Students: a Mixed-methods Study

10.21203/rs.3.rs-149019/v1 ◽

2021 ◽

Author(s):

Kiyoshi Shikino ◽

Claudia A Rosu ◽

Daiki Yokokawa ◽

Shingo Suzuki ◽

Yusuke Hirota ◽

...

Keyword(s):

Medical Students ◽

Diagnostic Accuracy ◽

Flipped Classroom ◽

Bloom's Taxonomy ◽

Traditional Teaching ◽

Fundus Examination ◽

Traditional Lecture ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Total Examination Time

Abstract BACKGROUND: Training for the fundus examination using traditional teaching is challenging, resulting in low generalist physicians’ confidence in performing the funduscopic exam. At the same time, there is growing evidence suggesting flipped classrooms’ value in teaching physical examination procedures. However, whether the flipped classroom is superior to the traditional, lecture-based teaching for the funduscopic exam and the cognitive processes supporting its effectiveness has not yet been determined. METHODS: We conducted a sequential explanatory mixed-method study to compare the flipped classroom approach’s effectiveness versus the traditional lecture-based classroom for teaching the funduscopic exam to the medical students at Chiba University in Japan. Medical students were randomly assigned to either a flipped classroom group or a traditional teaching group. We then quantitatively measured the diagnostic accuracy of funduscopic findings, the length of time to perform the fundus examination, and students’ confidence in performing funduscopic examinations, before and after attending the specific classrooms. Next, we conducted student focus groups to explore the students’ thinking processes in the flipped classroom and traditional teaching of fundus examination, respectively. The qualitative data were analyzed using the qualitative content analysis method.RESULTS: Diagnostic accuracy was significantly higher using the flipped classroom method (flipped: 36.6% to 63.4%, traditional: 28.3% to 34.6%, F (1,310) = 11.0, p = .001). The total examination time was significantly shorter using the flipped classroom teaching (flipped: 85.4s to 66.9s, traditional: 85.3s to 76.3s, F (1,310) = 14.7, p <.001). Six semi-structured focused group interviews were conducted (n=36). In the flipped classroom group, we identified 12 categories corresponding to five levels of the revised Bloom’s taxonomy: remember, understand, apply, analyze, evaluate. Five categories were identified in the traditional classroom group corresponding only to three levels of the revised Bloom’s taxonomy: understand, apply, analyze. Interrater reliability was substantial (Cohen’s kappa = 0.81). CONCLUSIONS: Teaching medical students funduscopic examination using the flipped classroom methodology leads to improved diagnostic accuracy, confidence, and motivation for funduscopic examinations, while reducing total examination time. The flipped classroom teaching method enabled higher levels of cognitive activity than the traditional, lecture-based classroom, as assessed using the revised Bloom’s taxonomy.

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Bloom's Taxonomy and Flipped Classroom.

Ciencia Digital ◽

10.33262/cienciadigital.v3i3.3.797 ◽

2019 ◽

Vol 3 (3.3) ◽

pp. 210-219

Author(s):

Martha Lucía Lara Freire ◽

Mercedes Leticia Lara Freire ◽

Wilson Gonzalo Rojas Yumisaca ◽

Mayra Rosana Rojas Yumisaca

Keyword(s):

Flipped Classroom ◽

Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Los Grupos

El objetivo de este estudio fue establecer la efectividad del aula invertida para mejorar las habilidades de pensamiento de orden superior en la Taxonomía de Bloom. Esta fue una investigación cuali-cuantitativa que involucró la recopilación y conversión de datos en forma numérica, también fue una investigación cuasiexperimental y la población estuvo conformada por estudiantes de inglés de cuarto nivel del Centro de Inglés de la Escuela Superior Politécnica de Chimborazo. Los instrumentos aplicados fueron: encuesta inicial, encuesta de satisfacción, una prueba previa y una prueba posterior. La muestra se eligió al azar y los grupos estuvieron previamente establecidos. Los métodos científicos, inductivos, deductivos y descriptivos se aplicaron durante la intervención, misma que se desarrolló durante tres meses. Para analizar los resultados se siguió este procedimiento: organización de la información, análisis de resultados de la prueba inicial, análisis de las evidencias recopiladas, análisis de la prueba posterior, diseño de tablas, cuadros y gráficos, análisis de resultados estadísticos, tendencias de la hipótesis y conclusiones extraídas. Finalmente, se concluyó que las actividades de aula invertida en el aula de inglés como Lengua Extranjera mejoraron las habilidades de pensamiento de orden superior de los estudiantes.

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Benefícios do flipped classroom no período pré-clínico: uma revisão sistemática

International Journal of Health Education ◽

10.17267/2594-7907ijhe.v3i1.2100 ◽

2019 ◽

Vol 3 (1) ◽

pp. 68

Author(s):

Ticiane Rodrigues Figueiredo ◽

Iêda Maria Barbosa Aleluia

Keyword(s):

Academic Performance ◽

Flipped Classroom ◽

Qualitative Evaluation ◽

Bloom's Taxonomy ◽

Teaching Methodology ◽

Process Data ◽

Active Teaching ◽

Bloom’S Taxonomy ◽

Electronic Database Search ◽

Teaching Learning

INTRODUCTION: Flipped Classroom (FC) is an active teaching methodology in which the lower levels of Bloom's taxonomy are realized at home: watching videos made available by teachers or studying through the teaching material offered, while the classroom is reserved to work the levels of taxonomy through discussions. OBJECTIVE: Identify the benefits of the HR method compared to traditional education in the pre-clinical years of medical graduation. METHODS: Systematic review through electronic database search in the period defined between 12/31/1999 and 6/25/2017. RESULTS: A total of 262 articles were found, of which 04 fully satisfy the inclusion and exclusion criteria previously established. The academic performance measured through applied tests was superior in the FC method in two studies. One study demonstrated that students performed better on analysis-type questions, according to Bloom's taxonomy. In the FC method the students had contact with more sources of study. In addition, the studies that brought qualitative evaluation of the students about the methodology obtained opinions favorable to its application. CONCLUSION: The FC method was advantageous in motivating students. The results suggest that this method promotes greater content retention. The FC methodology becomes superior to traditional teaching in the analysis-type questions, according to Bloom’s taxonomy, indicating the possibility that this method is better to address higher levels of complexity in the teaching-learning process. Data related to students' academic performance in each method are still inconclusive.

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Comparison of emergency medical residency pre-board and board exams among universities of medical sciences in Iran

Research and Development in Medical Education ◽

10.34172/rdme.2020.009 ◽

2020 ◽

Vol 9 (1) ◽

pp. 9-9

Author(s):

Mohammad Barzegar ◽

Reza Ghaffari ◽

Farzad Rahmani ◽

Amir Ghaffarzad ◽

Hamid Soltani Zangbar ◽

...

Keyword(s):

Bloom's Taxonomy ◽

Type I ◽

Medical Residency ◽

Medical Sciences ◽

Cross Sectional ◽

Board Exam ◽

Emergency Medical ◽

Bloom’S Taxonomy ◽

Structural Principles ◽

The Mean

Background : Designing and conducting residency exams have been the province of type I universities since 2005, based on the plans of the Medical Education Council. This study compared emergency medical residency pre-board and board exam results among the universities of medical sciences in Iran. Methods: This cross-sectional descriptive study consisted of 600 questions from residency preboard exams and 150 questions from board exams in 2013-2014, as well as 600 questions from residency promotion exams and 150 questions from the board exam in 2013-2014 and 2014- 2015 at the Tabriz, Shahid Beheshti, Mashhad, and Tehran Universities of Medical Sciences. All questions were at the level I through III by Bloom’s taxonomy. Structural principles were evaluated using Millman’s checklist. All data were analyzed using SPSS 18 with chi-square tests. Results: The mean percent of more contextualized questions of the questions at Bloom’s taxonomy levels II and III in residency pre-board exam questions was 76.6% in 2013-2014 and 86.6% in 2014-2015 among the four universities. In terms of structural principles, the percentage of board exam questions that aligned with Millman’s structural principles was 100.0% and 99.3% in 2013-2014 and 2014-2015, respectively. For the residency pre-board exam in 2014- 2015, the mean discrimination index was 0.14 (low), and the mean of the difficulty factor was 0.64 (appropriate). Conclusion: Questions at Bloom’s taxonomy levels II and III were higher in 2014-2015 in comparison to those in 2013-2014, and the percentage of the correctly-structured questions was high and did not significantly change from 2013-2014 in comparison to that of 2014-2015.

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Study Guides - Perceptions of Medical Students

Liaquat National Journal of Primary Care ◽

10.37184/lnjpc.2707-3521.1.8 ◽

2019 ◽

Keyword(s):

Medical Students ◽

Perceived Usefulness ◽

Assessment Tools ◽

Local Context ◽

Study Guide ◽

Undergraduate Medical Students ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Study Guides ◽

National Medical

Background: A study guide is a document that is designed to assist students with learning. It not only defines the “what” but also the “how” and “how much” of learning for a student. A well designed study guide can be valuable in not only supporting but also in promoting self-learning. A lot of effort and resources go into the preparation and production of a study guide. Very few studies are available that address the perception of students about the usefulness of study guides in the local context. Objective: To assess the perceived usefulness of study guide in undergraduate medical students. Methods: The cross-sectional survey was conducted at Liaquat National Medical College. Survey population comprised of second year medical students. A survey form with closed ended statements was administered to participants. Data was analyzed on SPSS 18. Results: A total of 100 forms were distributed out of which 89 forms were returned. Only 80 forms were completely filled (response rate 80%). About 68(47.5%) of the students found the study guide easy to follow. 54(67.6%) students found the study guide helpful in realizing the importance of the module being conducted. About 38(47.6%) of students agreed to the usefulness of learning resources mentioned. About 68(85%) of students agreed that exam rules were clearly stated and almost 49(61.3%) felt that information on assessment tools was useful in preparing for the exams. Only 31(38.8%) of students believed that study guide supported learning. Conclusion: Study guides are an important component of the curriculum. Our study supports usefulness of study guide in areas like importance of module, learning objectives, strategies and assessment but some improvements can be made as identified by this study. Furthermore, awareness needs to be created among students on the proper use of study guides.

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