scholarly journals Acceptability of Flipped Classroom Approach in Ophthalmology Clerkship Teaching

2019 ◽  
Author(s):  
Guangming Jin ◽  
Charlotte Aimee Young ◽  
Aiming Chen ◽  
Yuxian Zou ◽  
Danying Zheng
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Medicine ◽  
Traditional Approach ◽  
Clinical Problem ◽  
Self Directed Learning ◽  
Overall Acceptability ◽  
Clinical Problem Solving ◽  
Active Learning Strategies ◽  
Directed Learning

Abstract Purpose Flipped classroom is a new teaching model which has received a large amount of attention, but the overall acceptability and effectiveness of this approach in different fields of medical education is still controversial. The purpose of this study was to evaluate the acceptability of the flipped classroom in ophthalmology clerkship teaching. Methods A learning model of a traditional lecture-based approach was changed to a flipped classroom approach for a group of 5-year Clinical Medicine Program students. The flipped classroom included provided pre-session learning resources and objectives before each weekly session. In-session activities emphasized knowledge application and active learning strategies. Data regarding students’ acceptability of the new approach was obtained by anonymous questionnaires that students filled out immediately after class. Results Feedback was received from 94/94 (100%) medical students. 62.8%(59/94) of respondents preferred the flipped classroom approach over the traditional approach. Interacting with peers and needing more time/effort for preparation were the aspects liked most and least (respectively) for the flipped classroom by students. Flipped classroom was considered better in helping to train students' ability in clinical problem solving, the search and study of literature, cooperating with others, academic exchange, and self-directed learning when compared with the traditional approach. The flipped classroom approach was thought to be a more effective and inspiring way of teaching (P<0.001). Both males and females thought the flipped classroom was a useful way to help students find and solve problems, consider problems comprehensively, learn from literature, and cooperate with others. Conlusions The flipped classroom has a good acceptability in ophthalmology clerkship teaching. Further evaluation is needed when it be implemented

scholarly journals A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

2016 ◽  
Vol 15 (6) ◽  
pp. 706-711
Author(s):  
Xingming Ma ◽  
Lifeng Zhang ◽  
Jingqiu Wang ◽  
Yanping Luo ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Teaching Strategy ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Self Directed Learning ◽  
Clinical Problem Solving ◽  
Traditional Lectures ◽  
Directed Learning ◽  
Based Instruction

This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58% males, 42% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students’ response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55%), learning interest (94.37%), self-directed learning skills (92.96%) and feasible for medical education (87.32%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China. Key words: active learning, medical education, patient-oriented problem-solving, undergraduate, China.

scholarly journals Reimagining physiology education with interactive content developed in H5P

2021 ◽  
Vol 45 (1) ◽  
pp. 71-76
Author(s):  
P. Sinnayah ◽  
A. Salcedo ◽  
S. Rekhari
Keyword(s):  
Learning Strategies ◽  
Large Scale ◽  
Online Survey ◽  
Developmental Process ◽  
First Year ◽  
Self Directed Learning ◽  
Anatomy And Physiology ◽  
Active Learning Strategies ◽  
Directed Learning ◽  
Contemporary Practice

The amalgamation of educational technologies in higher education is widespread and has become essential for contemporary practice on a large scale. Foundational anatomy and physiology knowledge is integral to all courses in health education. To tackle the volume and complexity of the content taught at the foundation level, the incorporation of online tools embedded within curricula provides a unique opportunity to engage students through active learning strategies in a blended design (Means B, Toyama Y, Murphy R, Baki M. Teach Coll Rec 115: 1–47, 2013). This article reports on the use of H5P as a platform to foster self-paced and self-directed learning, critically outlining the developmental process involved in scaffolding activities to learning outcomes. The H5P activities were embedded within the online learning management system, which enabled tracking of student access to these resources. Students were asked to complete an online survey about their perspectives on the effectiveness of H5P activities. This work is part of a comprehensive study evaluating the blended design for delivery of first-year physiology subjects.

scholarly journals Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

2020 ◽  
Vol V (III) ◽  
pp. 50-58
Author(s):  
Fouzia Ajmal ◽  
Zarina Akhtar ◽  
Saira
Keyword(s):  
Experimental Study ◽  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Sampling Technique ◽  
Self Management ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Active Learning Strategies ◽  
Directed Learning

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

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