Technology-Enhanced Active Learning with Flipped Classroom on Otolaryngology Education

2021 ◽  
Vol 104 (7) ◽  
pp. 1159-1165
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Role Playing ◽  
Traditional Group ◽  
Online Application ◽  
Assessment Scores ◽  
Fourth Year Medical Students ◽  
Didactic Lecture ◽  
Case Based

Objective: To determine the learning outcomes in otolaryngology education, comparing the traditional lecture-based classroom with the flipped classroom combined with a case-based approach. Materials and Methods: The participants were fourth year medical students and divided into two groups, the traditional classroom group and the flipped classroom group. The topic “vertigo” was chosen for the content of the present study. The traditional groups were assigned to attend a didactic lecture. The flipped group were assigned to watch the video lecture and answer the quizzes on the online application “Edpuzzle”, and they used time during the in-class activity for case-based discussion and role playing involving the doctor-patient interaction. All participants completed a questionnaire, and the final assessment scores. Results: Two hundred thirty-nine medical students were enrolled. Some 113 students participated in the traditional group, and 126 students participated in the flipped group. The knowledge assessment in the flipped group had significantly higher scores than those from the traditional group (p=0.042 and <0.001 respectively). Objective structured clinical examination scores and the score of some items in the questionnaires were also significantly higher in the flipped group than in the traditional group (p<0.001). Conclusion: The implementation of the flipped classroom consists of pre-class activities using an instructor-developed video and a free online application, combined with a case-based approach during the in-class activity appears to be more effective in terms of medical students gaining knowledge and skills on otolaryngology education compared with the traditional instruction method. Keywords: Flipped classroom; Otolaryngology; Vertigo; Technology; Active learning

scholarly journals Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study

2019 ◽  
Vol 39 (7) ◽  
pp. 879-892
Author(s):  
Mª José Gómez-Poyato ◽  
Alejandra Aguilar-Latorre ◽  
Mª Mar Martínez-Pecharromán ◽  
Rosa Magallón-Botaya ◽  
Bárbara Oliván-Blázquez
Keyword(s):  
Experimental Study ◽  
Social Work ◽  
Active Learning ◽  
Flipped Classroom ◽  
Role Playing ◽  
Learning Methods ◽  
The Social

scholarly journals Flipped Classroom Combined With Case-based Learning Is an Effective Teaching Modality in Nephrology Clerkship

2021 ◽  
Author(s):  
Fuye Yang ◽  
Wanbing Lin ◽  
Yan Wang
Keyword(s):  
Effective Teaching ◽  
Cognitive Abilities ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Glomerular Diseases ◽  
Case Based Learning ◽  
The Face ◽  
Didactic Lecture ◽  
Teaching Modality ◽  
Case Based

Abstract BackgroundBoth flipped classroom (FC) and case-based learning (CBL) are recognized as new effective teaching approaches by emphasizing on different aspects of teaching activities; however, the implementation of FC combined with CBL has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC combined with CBL in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). MethodsSixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format before the face-to face discussion on the relevant cases during the class. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC. ResultsParticipants from the FC group performed better than those from the LBT group in the quiz with higher scores in the case analysis-related questions. FC was also considered more helpful than LBT in improving high order cognitive abilities in the survey. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. ConclusionsThis study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

scholarly journals Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fuye Yang ◽  
Wanbing Lin ◽  
Yan Wang
Keyword(s):  
Effective Teaching ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Team Work ◽  
Glomerular Diseases ◽  
Case Based Learning ◽  
The Face ◽  
Didactic Lecture ◽  
Teaching Modality ◽  
Case Based

Abstract Background The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). Methods Sixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT. Results Participants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. Conclusions This study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

scholarly journals Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

2021 ◽  
Vol 45 (3) ◽  
pp. 580-588
Author(s):  
Sareesh Naduvil Narayanan ◽  
Iffath Ahmed ◽  
Batul Saherawala ◽  
Fatmaelzahraa Foud ◽  
Tarig Hakim Merghani
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Neuromuscular Transmission ◽  
Positive Influence ◽  
Study Cohort ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Learning Session ◽  
Pedagogical Approach ◽  
Didactic Lecture

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.

scholarly journals Fourth-year medical students do not perform a focused physical examination during a case-based simulation scenario

2018 ◽  
Vol Volume 9 ◽  
pp. 583-588
Author(s):  
Leslie A Bilello ◽  
Nicole M Dubosh ◽  
Jason J Lewis ◽  
Matthew M Hall ◽  
Jonathan Fisher ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Simulation Scenario ◽  
Fourth Year Medical Students ◽  
Case Based

Role-Playing: A Method of Teaching Interpersonal Skills

1972 ◽  
Vol 17 (3) ◽  
pp. 189-193
Author(s):  
P. Burra
Keyword(s):  
Medical Students ◽  
Interpersonal Skills ◽  
Role Playing ◽  
Popular Method ◽  
The Past ◽  
Student Reaction ◽  
University Evaluation ◽  
Fourth Year Medical Students ◽  
Queen's University

A relatively new and increasingly popular method of teaching interpersonal skills has been described. The method has been in operation for the past year in the Department of Psychiatry at Queen's University. Evaluation by forty-five fourth-year medical students of the year 1970–71 points to a very favourable student reaction to this method.

scholarly journals Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9640
Author(s):  
Toshiharu Mitsuhashi
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Peer Instruction ◽  
Learning Approaches ◽  
Lecture Material ◽  
Learning Techniques ◽  
Peer Discussion ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
October 17

Background In clinical research, the ability to properly analyze data is a necessary skill that cannot be learned simply by listening to lectures. Interactive classes, such as Peer Instruction (PI), are required to help medical students understand the concept of epidemiology for future valid research. In PI lectures, ConcepTests are conducted to confirm and deepen students’ understanding of the lecture material. Although it is important to evaluate PI lectures, there have been no studies conducted on PI lectures in epidemiology. This study employed the ConcepTest to evaluate PI lectures in a medical school epidemiology class to measure the efficiency of active learning techniques and the usefulness of ConcepTests in determining effective active learning approaches. Methods The PI lecture was conducted as part of an existing epidemiology class for fourth-year medical students at Okayama University on October 17, 2019. The lecture was conducted as follows. The lecturer taught the fundamental concepts of epidemiology and presented the ConcepTest to students. After answering the test, students were provided with the answer distribution, followed by peer discussion. After the discussion, students answered the ConcepTest again, and a new answer distribution was presented. Subsequently, the lecturer announced the correct answers and delivered a commentary. The ConcepTest comprised five questions, each related to fundamental concepts of epidemiology. Students’ responses to five ConcepTests were collected and analyzed by calculating the proportion of correct answers before and after the discussion, as well as PI efficiency to evaluate the PI lecture. Results Overall,121 students attended the epidemiology lecture. The proportion of correct answers before the discussion ranged from 0.217 to 0.458, and after the peer discussion they ranged from 0.178 to 0.767. The PI efficiency ranged from −0.051 to 0.657, and was higher than the theoretical value in three ConcepTests. The efficiency was about the same as the theoretical value in one ConcepTest, and lower than the theoretical value in another. Conclusion In this study, the efficiency of a PI lecture was determined by calculating the PI efficiency of each ConcepTest. The results showed that the educational efficiency of a ConcepTest in epidemiology lectures can be widely distributed, ranging from efficient to inefficient. Particularly in three ConcepTests, the proportion of correct answers after the discussion and the PI efficiency were higher than the theoretical value. This suggests that PI lectures can be useful in epidemiology education with the efficient use of ConcepTests.

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