scholarly journals Flipped classroom improves results in pathophysiology learning: results of a non-randomised controlled study.

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Flipped Classroom ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
General Pathology ◽  
Randomised Controlled Study ◽  
Student’S T ◽  
Randomised Controlled ◽  
Academic Delay ◽  
Student’S T Test

Abstract Background. The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyse its effect on learning in a pathophysiology course. Methods. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared exam results with the results the previous year and with the exam results from blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with the Student’s T test. Students answered a survey after finishing the term. Results. 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology were comparable in both years. The results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 out of 100; P=0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students that scored below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age as (were not older than) the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions. Flipped classroom increases medical students’ knowledge acquisitions in pathophysiology. It is more beneficial to male students and those with lower qualifications without academic delay.

scholarly journals Flipped classroom improves the results in Pathophysiology learning: results of a non-randomized controlled study

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Flipped Classroom ◽  
Health Professions ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
Randomized Controlled ◽  
General Pathology ◽  
Student’S T ◽  
Academic Delay ◽  
Student’S T Test

Abstract Background The flipped classroom has become increasingly popular in health professions education. The aim of this study is to analyze its effect on learning in a Pathophysiology course. Methods Flipped classroom was introduced to teach Respiratory Pathophysiology in 2018. The results obtained in the exam were compared with the results of previous year students and with the evolution in Blood Pathophysiology (given by the same teacher, in a traditional way). Comparisons between groups were done with the Student’s T test. A survey was administered to the students after finishing the term. Results 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in General Pathology were comparable between them. The results in Respiratory Pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 over 100; P=0.004), but the results in Blood Pathophysiology were comparable between both groups. The improvement was significant only in students that obtained scores below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age (were not older) than the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions Flipped classroom increases medical students’ knowledge acquisitions in Pathophysiology. It benefits more to male students and those with lower qualifications who had not an academic delay.

scholarly journals Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study

2020 ◽  
Vol 44 (3) ◽  
pp. 370-375 ◽  
Author(s):  
Jose I. Herrero ◽  
Jorge Quiroga
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Health Professions ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
General Pathology ◽  
Student’S T ◽  
Academic Delay ◽  
Student’S T Test

The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyze its effect on learning in a pathophysiology course. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared the exam results in respiratory pathophysiology in 2017 and 2018 and the exam results in blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with Student’s t test. Students answered a survey after finishing the term. Two hundred and one students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology (in the previous year) were comparable in both years. Results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 vs. 42 out of 100; P = 0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students who scored below the median (mean: 40 vs. 33; P = 0.009) and was more evident in male than in female students (mean: 52 vs. 44; P = 0.01) and in those who did not have an academic delay (mean 51 vs. 44; P = 0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Flipped classroom increased medical students’ knowledge acquisitions in pathophysiology. It was more beneficial to male students and those with lower qualifications with no academic delay.

scholarly journals Flipped classroom improves the results in Pathophysiology learning: results of a non-randomized controlled study

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Health Professions ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
Randomized Controlled ◽  
General Pathology ◽  
Student’S T ◽  
Student’S T Test

Abstract Background The flipped classroom has become increasingly popular in health professions education. The aim of this study is to analyze its effect on learning in a Pathophysiology course. Methods Flipped classroom was introduced to teach Respiratory Pathophysiology in 2018. The results obtained in the exam were compared with the results of previous year students and with the evolution in Blood Pathophysiology (given by the same teacher, in a traditional way). Comparisons between groups were done with the Student’s T test. A survey was administered to the students after finishing the term. Results 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in General Pathology were comparable between them. The results in Respiratory Pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 over 100; P=0.004), but the results in Blood Pathophysiology were comparable between both groups. The improvement was significant only in students that obtained scores below the median (P=0.009) and was more evident in male than in female students. Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions Flipped classroom increases medical students’ knowledge acquisitions in Pathophysiology. It benefits more to male students and those with lower qualifications.

EFFECTS OF “HOE HOA TAN II” REMEDY IN THE TREATMENT OF INTERNAL HAEMORROHIDS GRADE I, II AND III

2015 ◽  
pp. 80-85
Author(s):  
Van Anh Nguyen ◽  
Van Nhan Le ◽  
Nguyen Nhu Phuong Phan
Keyword(s):  
Side Effects ◽  
Key Words ◽  
Patient Group ◽  
Controlled Study ◽  
Therapeutic Effects ◽  
Radix Angelicae Sinensis ◽  
Randomised Controlled Study ◽  
Citrus Deliciosa ◽  
Randomised Controlled ◽  
Angelicae Sinensis

Objectives: To investigate and evaluate the therapeutic effects of Hoe hoa tan II in the treatment of internal haemorroids grade I, II and III. Ingredients of the remedy include: Hoe Hoa (Styphonolonium japonicum), Chi xac (Fructus citri Aurantii), Hau phac (Magnolia offinalis), Tran bi (Citrus deliciosa Tenore), Thuong thuat (Atractylodes lancea), O mai (Armeniaca vulgaris Lamk), Cam thao (Clycyrrhiza uralensis), Duong quy (Radix Angelicae Sinensis). Subjects and methods: Randomised controlled study (RCT) has been conducted on 60 patients which were divided into two groups, i.e. the first 30 patient group were treated with Hoe hoa tan II remedy 20 g, and the second 30 patient group were treated with Daflon 500 mg in the course of 14 days. Results: Study showed that Hoe hoa tan II has helped improve symptoms of internal haemorroids grade I, II and III such as bleeding, anal exudation, pain, reducing the size of the haemorroid tissues. The remedy has been shown to have the most significant effect on relieving constipation which is typical in haemorroids. The study also revealed no unwanted effects caused by this formula. Conclusion: Hoe hoa tan II can be therapeutically used to treat internal haemorroids grade I, II and III without causing any serious side effects. Key words: Hoe hoa tan II, internal haemorroids grade I, II, III.

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