Comparison between Flipped Classroom and Video cum Lecture-based Classroom for Advanced Cardiovascular Life Support among Medical graduates (Preprint)

2019 ◽  
Author(s):  
Sahana Jenifer
Keyword(s):  
Flipped Classroom ◽  
Life Support ◽  
Pass Rate ◽  
Medical Community ◽  
Medical College ◽  
Medical Graduates ◽  
Learning Platform ◽  
Team Based Learning ◽  
Post Test ◽  
Flipped Classrooms

BACKGROUND Traditional lecture based classrooms provide a learning platform which engages the students in a passive process which may be tedious, and inadequate to sharpen the skills required, especially in the medical community. Flipped classrooms, and team-based learning on the other hand, actively requires the participation of the students, continuously challenging them to learn, understand, discuss, analyse, and resolve. Since the introduction of flipped classrooms, its effectiveness has been demonstrated in various fields of education over the years including medical education. OBJECTIVE The aim is to compare the effects of learning in a flipped classroom and in a video cum lecture based classroom, during an advanced cardiovascular life support course, amongst medical professionals of Jawaharlal Nehru Medical College, Wardha, India. METHODS In a retrospective study, 100 participants were selected at random. 50 were taught in a flipped classroom session and 50 were taught in a video cum lecture-based classroom. Pre-test and post-test results were collected from all participants, the results of which were used to compare the efficiency of the two methods. RESULTS In flipped classrooms, a significant improvement of the scores were recorded (P <0.001). From an average of 84.62% in the pre-tests, an average of 90.52% in the post-tests were seen. Along with this, an overall of 96% pass rate was seen among participants. In video cum lecture based classrooms however, an improvement was in fact seen, although one that was not statistically significant as that in flipped classrooms (P =0.394). From an average of 81.82% in the pre-tests, the post-test scores improved to an average of 83.44%. The overall pass rate was also significantly lower here with only 58%. CONCLUSIONS Flipped classrooms and team-based learning have demonstrated better results compared to video cum lecture-based classrooms.

scholarly journals The elimination of anticipated written errors from L1 interference through flipped classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Napacha Prapawadee
Keyword(s):  
Flipped Classroom ◽  
Mother Tongue ◽  
Asynchronous Learning ◽  
Positive Attitudes ◽  
Thai Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Simple Sentences ◽  
Support Students

Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference.  In addition, other related studies reveal that flipped classrooms can support students’ learning process.  It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited.  Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities.  The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study.  The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities.  Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom.  The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement.  Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom

scholarly journals Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education

2018 ◽  
Vol 13 (01) ◽  
pp. 109 ◽  
Author(s):  
Hasan Huseyin Özer ◽  
Sezer Kanbul ◽  
Fezile Ozdamli
Keyword(s):  
Qualitative Methods ◽  
Teacher Candidates ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Project Development ◽  
Post Test ◽  
Flipped Classrooms ◽  
Development Course ◽  
Quantitative And Qualitative Methods ◽  
Qualitative Dimension

The aim of this study is to determine the opinions of teacher candidate students about applications and effects of attitudes for coding by making Project Development course with gamification supported flipped classroom during coding period. Quantitative and qualitative methods were used together in this study which aims to determine the attitudes and opinions of students about coding in gamification supported flipped classrooms for 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measure for students about the coding. Whereas in quantitative dimension, semi-structured interview forms and interviews were held in order to obtain information in more details. This study was held with 35 classroom students who take Project Development course in Computer and Instruction Technology Teaching Departments at the Near East University of whom 3 were female and 32 were males. Results show that; the vast majority of teacher candidates have been satisfied with the activities through the approach of gamification supported flipped classroom as well as the increase in their motivation and in-class competition. Keywords—gamification, flipped classroom, game, coding, attitudes

scholarly journals Comparing the Results of Written Testing for Advanced Cardiac Life Support Teaching Using Team-based Learning and the “Flipped Classroom” Strategy

Cureus ◽  
2018 ◽  
Author(s):  
Mark I Langdorf ◽  
Craig L Anderson ◽  
Roman E Navarro ◽  
Suzanne Strom ◽  
C. Eric McCoy ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
Team Based Learning

scholarly journals Implementation of flipped classroom combined with case- and team-based learning in residency training

2021 ◽  
Vol 45 (1) ◽  
pp. 77-83 ◽  
Author(s):  
Chun Ding ◽  
Qin Wang ◽  
Jingling Zou ◽  
Kewei Zhu
Keyword(s):  
Residency Training ◽  
Flipped Classroom ◽  
Medical College ◽  
Analytical Skills ◽  
Surgical Residents ◽  
Team Based Learning ◽  
Burden Test ◽  
Objective Structured Clinical Examinations ◽  
Teamwork Skills ◽  
Clinical Thinking

The core problem of Chinese resident doctor training is that medical educators present content in an attractive teaching mode to make students more motivated to learn and improve their clinical thinking ability, humanistic care, and practical ability. The traditional classroom mode of teaching cannot meet the needs of modern medical education. The purpose of this study is to explore the benefits and challenges of the flipped classroom (FC) combined with case- and team-based learning (FC-CTBL) for residency training. In this study, 60 junior surgical residents of Xiangya Medical College were enrolled. “Diabetic foot” was selected as the content of this study. Residents were divided into an FC-CTBL group and an FC group. FC-CTBL and FC were compared on the basis of residents’ feedback questionnaires, residents’ learning burden, test scores from a pre-quiz, and objective structured clinical examinations (OSCE). Residents were more satisfied with the FC-CTBL model compared with FC. In the FC-CTBL group, more participants said that the course improved their teamwork skills, analytical skills and their confidence in tackling unfamiliar problems. Residents in the FC-CTBL group also spent significantly less time preparing for class and performed better in the OSCE than those in the FC group. FC-CTBL stimulates residents’ learning motivation, decreases their workload, improves their performance in the OSCE and may help to enhance clinical thinking and teamwork skills. The FC-CTBL approach is a good option for residency training.

scholarly journals The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 665 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Ehsan Namaziandost ◽  
Sajad Shafiee
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Experimental Group

This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were choosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.

scholarly journals Flipped Classroom: Success with First Year Mathematics Students

2021 ◽  
Vol 3 (1) ◽  
pp. 32-47
Author(s):  
Nehal J. Shukla ◽  
Elizabeth Mcinnis
Keyword(s):  
Flipped Classroom ◽  
Course Satisfaction ◽  
Pass Rate ◽  
First Year ◽  
Mathematics Students ◽  
Future Studies ◽  
New Methods ◽  
Post Test ◽  
University Level ◽  
Modern Era

In the modern era of internet and social media, teachers are pursuing new methods to integrate online resources and techniques into their curriculum and flipped classroom instruction model has been their response to this heightened digital migration. Despite this high amount of interest, few studies have evaluated the effectiveness of classroom flipping in mathematics on student academic outcomes. Specifically, no rigorous studies of the effects of flipping a mathematics course on students’ mathematical understandings, course satisfaction and student’s success appear in the literature. This study aims to understand the effectiveness of flipped classroom in first year undergraduate mathematics students at university level by measuring student’s success via (1) students’ overall course satisfaction (2) students’ pre and post-test grade and (3) student’s pass rate. Our study showed improved student’s perception of course satisfaction and improved final grades (post-test compared to pre-test). We noticed some improvement in pass rate of flipped classroom students compared to non-flipped classroom students, but it was not statistically significant. We recommend future studies to see if this student’s success transforms into improvement in student’s attrition, retention, progression and graduation rate.

A pilot study of flipped cardiopulmonary resuscitation training: Which items can be self-trained?

2017 ◽  
Vol 76 (8) ◽  
pp. 946-955 ◽  
Author(s):  
Veerle Van Raemdonck ◽  
Dirk Aerenhouts ◽  
Koen Monsieurs ◽  
Kristine De Martelaer
Keyword(s):  
Pilot Study ◽  
Cardiopulmonary Resuscitation ◽  
Motor Skills ◽  
Flipped Classroom ◽  
Emergency Services ◽  
Life Support ◽  
Head Tilt ◽  
Learning Platform ◽  
Resuscitation Training ◽  
Hands On

Objective: This study evaluated self-trained basic life support (BLS) skills acquired from an e-learning platform to design a complementary in-class training approach. Design: In total, 41 students (15–17 years, 29 men) participated in a pilot study on self-training in BLS. After 6 weeks, a compression-only cardiopulmonary resuscitation (CPR) test assessed the skills acquired. Setting: A practice-based research setting. All data were collected in Flemish secondary schools in the context of the regular school curriculum. Methods: All tests were video-recorded. Data on motor skills were additionally collected on a Resusci Anne mannequin with Skillreporting software®. Quantitative data were analysed by analysis of variance (ANOVA). The qualitative aspects of basic life-saving actions were evaluated using European Resuscitation Council (ERC) guidelines. Results: Alerting emergency services, checking for consciousness and placing electrodes can be learned autonomously and be taught by means of pre-instruction. Hands-on training is necessary for compression skills and freeing the airway. Conclusion: Self-training in BLS offers insight into a flipped classroom CPR training strategy. Hands-on training should focus on motor skills, including head tilt and compression depth.

scholarly journals The Effectiveness of Flipped Classroom Approach on Students’ Achievement in English Language in Saudi Arabian Southern Border Schools

2020 ◽  
Vol 13 (9) ◽  
pp. 66
Author(s):  
Ali H. Najmi
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Traditional Approach ◽  
Saudi Arabian ◽  
School Day ◽  
Post Test ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
The Impact ◽  
Schooling System

The multi-shift schooling system was adopted in Saudi Arabian southern borders schools as a result of the Arab coalition efforts to end the coup and restore the state institutions in Yemen. This has left the education community with the perception of inadequate learning time and the possible of creation of learning deficits for all students involved. Using the flipped classroom approach, this study explores this perception of learning and educational gaps resulting from the reduction of the class time and the school day. This study was executed in 2018 and used a quasi-experimental approach to explore the impact of the flipped classroom approach on students&rsquo; academic achievement in English language. A pre and post test was utilized to obtain the data. The result revealed that students taught in a flipped classroom approach achieved higher than their counterpart peers taught in the traditional approach. The study recommended the use of the flipped classrooms approach in hazardous areas or areas where there is a need to adopt multi-shift schooling system.

scholarly journals Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United States

2016 ◽  
Vol 13 ◽  
pp. 11 ◽  
Author(s):  
Megan Boysen-Osborn ◽  
Craig L. Anderson ◽  
Roman Navarro ◽  
Justin Yanuck ◽  
Suzanne Strom ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
Cognitive Testing ◽  
University Of California ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Written Test

Purpose: It aimed to find if written test results improved for advanced cardiac life support (ACLS) taught in flipped classroom/team-based Learning (FC/TBL) vs. lecture-based (LB) control in University of California-Irvine School of Medicine, USA. Methods: Medical students took 2010 ACLS with FC/TBL (2015), compared to 3 classes in LB (2012-14) format. There were 27.5 hours of instruction for FC/TBL model (TBL 10.5, podcasts 9, small-group simulation 8 hours), and 20 (12 lecture, simulation 8 hours) in LB. TBL covered 13 cardiac cases; LB had none. Seven simulation cases and didactic content were the same by lecture (2012-14) or podcast (2015) as was testing: 50 multiple-choice questions (MCQ), 20 rhythm matchings, and 7 fill-in clinical cases. Results: 354 students took the course (259 [73.1%] in LB in 2012-14, and 95 [26.9%] in FC/TBL in 2015). Two of 3 tests (MCQ and fill-in) improved for FC/TBL. Overall, median scores increased from 93.5% (IQR 90.6, 95.4) to 95.1% (92.8, 96.7, P=0.0001). For the fill-in test: 94.1% for LB (89.6, 97.2) to 96.6% for FC/TBL (92.4, 99.20 P=0.0001). For MC: 88% for LB (84, 92) to 90% for FC/TBL (86, 94, P=0.0002). For the rhythm test: median 100% for both formats. More students failed 1 of 3 tests with LB vs. FC/TBL (24.7% vs. 14.7%), and 2 or 3 components (8.1% vs. 3.2%, P=0.006). Conversely, 82.1% passed all 3 with FC/TBL vs. 67.2% with LB (difference 14.9%, 95% CI 4.8-24.0%). Conclusion: A FC/TBL format for ACLS marginally improved written test results.

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