Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review

Background In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. Methods A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. Results After screening the studies based on the inclusion-and exclusion criteria, 88 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner’s level of self-regulated learning, teacher’s role and motivation, assessment approach, and guidance during self-study by means of prompts or feedback. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. Conclusion This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.

The mediation of perceived risk’s impact on destination image and travel intention: An empirical study of Chengdu, China during COVID-19

Perceived risk clearly impacts travel behavior, including destination selection and satisfaction, but it is unclear how or why its effect is only significant in certain cases. This is because existing studies have undervalued the mediating factors of risk aversion, government initiatives, and media influence as well as the multiple forms or dimensions of risk that can mask its direct effect. This study constructs a structural equation model of perceived risk’s impact on destination image and travel intention for a more nuanced model of the perceived risk mechanism in tourism, based on 413 e-questionnaires regarding travel to Chengdu, China during the COVID-19 pandemic, using the Bootstrap method to analyze suppressing effect. It finds that while perceived risk has a significant negative impact on destination image and travel intention, this is complexly mediated so as to appear insignificant. Furthermore, different mediating factors and dimensions of perceived risk operate differently according to their varied combinations in actual circumstances. This study is significant because it provides a theoretical interpretation of tourism risk, elucidates the mechanisms or paths by which perceived risk affects travel intention, and expands a framework for research on destination image and travel intention into the realms of psychology, political, and communication science. It additionally encourages people to pay greater attention to the negative impact of crises and focuses on the important role of internal and external responses in crisis management, which can help improve the effectiveness of crisis management and promote the sustainable development of the tourism industry.

Mindful Eating

The chapter is an attempt by authors to highlight the scope of mindful eating as an adjunct therapeutic tool. There is a close link between emotional states and eating, specifically intense emotional states and unhealthy eating practices. Mediating factors such as an individual's perception of food-related cues, changes in cognitive control, and eating as an emotional coping strategy influence the relationship between emotion and eating behavior. Mindful eating can be utilized as an adjunct in therapy by helping clients to practice cognitive control and by breaking the cycle of unhealthy coping strategies like emotional eating. Similar to other mindfulness techniques, mindful eating involves paying attention to the food intentionally, in the moment and without judgment. The chapter covers various approaches to mindfulness eating. Authors have compiled guidelines for therapists on how to introduce mindful eating as an adjunct in therapy settings for clients who have unhealthy eating patterns along with anxiety and depressive symptoms as well as for those suffering from eating disorders.

Inflammation and Cognition in Depression: A Narrative Review

The authors aim to present a narrative review of research on the inflammatory aetiology of depression. Depression is a psychiatric disorder, constituting the most common reason of disability due to a health condition. It has been estimated that at least one in six people suffer from depression at some point of their lives. The aetiology of depression, although researched extensively all around the world, still remains unclear. Authors discuss the possible role of inflammation in depression, the neurodevelopmental theory of depression as well as associations between cognition and depression. Possible associations between memory dysfunction among depressive patients and inflammatory markers are included. The associations between the immune system, depression and cognition are observed. Possible mediating factors between these areas include personality traits, hormonal imbalance and functioning of the brain areas. The question as to what mediating factors are involved is still open to research.

Gendered Body Mass and Life Satisfaction Among Youth in Three Western European Immigrant-Receiving Countries

In this study we aim to show distinctive patterns of the association between body weight and life satisfaction for adolescent boys and girls, respectively. We understand such patterns by bringing multiple mediating factors into one theoretical framework centred on normative perceptions. By drawing data from the first wave of the CILS4EU that captures 14–15-year-olds in Germany, the Netherlands and Sweden, findings show that psychological factors, indicated by self-esteem and mental state, explain the association between BMI and life dissatisfaction substantially, for both boys and girls. Relationships with parents (particularly among boys) and relationships with peers (particularly among girls) also play significant roles. Moreover, the association between being underweight and life satisfaction among girls varies across ethno-racial groups. Girls originating from Eastern Europe have a tendency to gain more life satisfaction when being underweight, whereas girls rooted in Sub-Saharan African and Caribbean countries display consistently low levels of life satisfaction when being underweight.