Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

scholarly journals The flipped classroom: A learning model to increase student engagement not academic achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Masha Smallhorn
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Attendance ◽  
Face To Face ◽  
Online Videos ◽  
Before And After ◽  
The Face ◽  
Face Time ◽  
The Impact

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

scholarly journals Increasing Student Engagement by Flipping the Course

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Debra Sprague
Keyword(s):  
Student Engagement ◽  
Flipped Learning ◽  
Student Work ◽  
Course Content ◽  
Face To Face ◽  
Online Technologies ◽  
The Face ◽  
Online Lecture ◽  
Education Courses

Flipping the classroom has gained much attention over the past couple of years. It involves using video and online technologies to provide the lecture portion of a lesson. Students view the online lecture for homework, while class time is spent engaged in applying what is learned from the lecture. By doing this, it is believed students become active learners and take more responsibility for their learning.Although a skeptic of the flipped learning model (after all, a lecture is a lecture no matter what format it takes) the presenter decided to give it a try and flip one of her teacher education courses. The result was more student engagement, better quality of student work, and increase in student evaluations.This presentation will focus on strategies for flipping a course through the creation of a hybrid (combination of online and face-to-face) course. The presenter will share with the audience how she provided meaningful online activities and how she engaged the students during the face-to-face classes. Although the course content derives from the education discipline, the strategies presented can fit any content area.

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System

2017 ◽  
pp. 177-195 ◽  
Author(s):  
YunJoon Jason Lee
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Top Down ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
Korean College Students ◽  
Conversation Class ◽  
Set Up

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.

Upgrading rural Japanese nurses’ respiratory rehabilitation skills through videoconferencing

2000 ◽  
Vol 6 (2_suppl) ◽  
pp. 69-71 ◽  
Author(s):  
I Sawada ◽  
A Sugiyama ◽  
A Ishikawa ◽  
T Ohyanagi ◽  
K Saeki ◽  
...  
Keyword(s):  
Distance Learning ◽  
Clinical Skills ◽  
Pilot Project ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
The Difference ◽  
Medical University ◽  
Japanese Nurses ◽  
Respiratory Rehabilitation

We examined the effect of distance learning on nurses’ clinical skills in a rural Japanese hospital. The subject matter was respiratory rehabilitation. After one face-to-face session, two 30min sessions were delivered by videoconferencing to staff nurses working in a 100–bed rural hospital 250 miles (400 km) from Sapporo Medical University. A self-rating questionnaire was distributed before and after the sessions. Responses were collected from 15 out of 32 nurses participating in the face-to-face session (47%). Before the first videoconferencing session, ‘always use’ and ‘sometime use’ the new skills were rated by 67% of nurses, but after the second videoconferencing session ‘always use’ and ‘sometimes use’ were rated by 73% and ‘never use’ at 0%. This implies that there was increased use of new skills after the second session, although the difference was not significant. The nurses’ opinions about the effectiveness for patients increased from 8% to 27% after the second session, which was significant. The pilot project indicated the usefulness of distance learning for upgrading nurses’ clinical practice in one rural Japanese hospital and suggested ways in which videoconferencing can be used in future.

scholarly journals Space Race: An Interactive Digital Tool in the Classroom. Are You Ready?

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1319
Author(s):  
Mª José Luesma ◽  
Irene Cantarero ◽  
Jesús Sergio Artal-Sevil
Keyword(s):  
Flipped Classroom ◽  
Meaningful Learning ◽  
Teaching Experience ◽  
Game Based Learning ◽  
Digital Tool ◽  
Face To Face ◽  
Teacher Student ◽  
Space Race ◽  
The Face ◽  
Educational Methodology

This document presents an interdisciplinary teaching experience based on Game-based Learning as an educational methodology complementary to the Flipped Classroom pedagogical approach in higher education. The tool used was the Space Race application integrated into the free Socrative software. A more active and meaningful learning has been promoted in the student with its implementation. Likewise, it has allowed the face-to-face classes to be energized, creating a relaxed atmosphere. The reflective and critical use of technological applications and mobile devices in the classroom has also been encouraged. The use of the Space Race has increased the participation of students in the classroom, their motivation and interest, collaborating in the development of skills and abilities. This tool has been very useful to obtain bidirectional teacher-student feedback in real time. As a result, a more cooperative, reflective and meaningful learning has been obtained.

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

scholarly journals The Effectiveness of the Flipped Classroom in a 300 Level Terrorism Class

2021 ◽  
Vol 9 (7) ◽  
pp. 12
Author(s):  
PJ Verrecchia
Keyword(s):  
Flipped Classroom ◽  
Student Evaluations ◽  
Final Examination ◽  
Face To Face ◽  
Examination Score ◽  
The Face ◽  
One Year ◽  
Traditional Class ◽  
Better Than

This study compares a 300 level terrorism class taught using a flipped classroom to the same class taught one year earlier in the traditional, face to face method. While one examination score was better for the face to face class, the flipped class did better than the traditional class on the final examination. Every other point of comparison showed no difference between the classes, except for the end of semester student evaluations, which were significantly higher for the face to face class than the flipped classroom.

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