Editorial 15.3

Campbell Systematic Reviews

Journal of Ayub Medical College Abbottabad, 2022

Background: In the Middle East, where most of the higher learning institutions still focus on the teacher-centred approach, implementation of this pedagogical model is an enormous task for educators. This study was designed to assess the role that the flipped classroom modality plays in the knowledge retention of medical students with a background in traditional methods of teaching and learning. Methods: This study employed a mixed study design among a sample of 3 rd year medical students (n=193) in the neurosciences course block. The students were divided into two groups: experimental and control. A post-test, a questionnaire, and semi-structured interviews as research instruments were used to collect data in this study. Results: The results revealed a significant mean difference between the post-test scores in traditional (4.1±0.98) and flipped classroom (3.6±1.03) with a p-value=0.01, while no mean difference was found between male and female students (3.9±1.04, 3.9±1.02, p-value=0.77). The students appreciated the flipped classroom modality that helped with information sharing, interaction with peers and learning from others' experiences. Correspondingly, the four main characteristics of flipped classroom emerged from the thematic analysis: (1) positive perceptions of the flipped classroom, (2) challenges of the flipped classroom, (3) the effects of personal characteristics, and (4) lack of administration support. Conclusion: The performance of students was better in the traditional class than in the flipped classroom, particularly in the cognitive areas that deal with the interpretation and application of knowledge. The students taking responsibility for their own learning in this new modality and the short duration of the study might have had some influence on the study results. Future in-depth studies are recommended.

Promoting Active Learning through the Flipped Classroom Model

There are numerous ways in which faculty can deliver information in a blended course; however, the question remains as to which information is best suited to online delivery versus face-to-face. The focus of this chapter is on the flipped classroom, including a study in which a psychology statistics class was flipped and students’ statistical knowledge, attitudes toward statistics, and intercultural sensitivity were assessed. In order to understand the theoretical underpinnings of the classroom, the authors examine the flipped structure through Blended Learning Theory, Problem-or-Project-Based Learning Theory, and Cognitive Taxonomy Theory. Advantages and disadvantages to transitioning to such a format as well as applications to other courses and some of the best practices in a flipped course are discussed.

2016

Introduction: Though assessment is an inevitable part of medical education, an ideal, flawless assessment tool is yet to evolve. The affective domain which is paramount in medical profession, is being neglected in routine assessments. In this novel approach, the students themselves are the assessors and the teacher is a silent observer, who monitors the process. In a community training programme, one student acts as the Trainer, while the other as Assessor who assesses the affective domain, using pre validated check lists which minimize subjective errors. Subsequently, their roles are reversed making it reciprocal. This can be used as an effective assessment tool, since the anxiety factor of the student is considerably reduced and less manpower is required. Objectives: (1)To teach the students how to assess the affective domain. (2)To assess student performance by peer/ fellow students, using pre-validated check lists. Materials & Methods: Selected 64 consenting first year medical students and staff to monitor the student activity. Following a training on assessment of the affective domain, the students performed reciprocal assessment. Results: Pre and post test scores analysed using Wilcoxon Signed Rank Test, showed a mean ± SD of (42.67±5.750) before and (63.17±0.983) after the training. The p value was 0.027, showing the significance of training. Conclusion: Incorporating affective domain makes peer assessment more efficient. This novel approach, "Reciprocal 360 0 Assessment by Students" can be used as an effective peer cum facilitator assessment tool in medical education, which is feasible, comprehensive, less time consuming and cost effective.

Journal of University …, 2010

This paper reports on the experiences gathered as a result of the foundation, implementation and on-going development of an interprofessional course for undergraduate health science students in The School of Health Sciences (SHS) at The University of Newcastle. The purpose of the course was to provide commencing students (n=600) with a transitional period, inclusive of academic, social and administrative support. The course also provided fundamental health related content relevant to all health science professions. Data in the form of student evaluations was collected over the three years of implementation through questionnaires, focus groups, university based student evaluations and unsolicited student feedback. A feedback loop was implemented annually and evaluations of the data applied upon reflection of student perceptions of the course. Findings suggest that despite some initial difficulties, the majority of students reported the provision of basic course and program specific information coupled with course coordinator support through immediate responses to questions assisted them to reduce their initial first year experience anxieties. Furthermore, students suggested that the student-centred changes made within this course be applied to other university courses. In conclusion, it is evident that the value of student feedback and the implementation of adaptations and rigorous change as a result of the feedback is highly significant in the improvement of courses and the ultimate satisfaction of student cohorts.

ATN Assessment Conference 2009: Assessment in …, 2009

Advances in medical education and practice, 2017

The "flipped classroom," a pedagogical model where typical lecture and homework elements are reversed, is being advocated in medical education to support the teaching of a large curriculum. However, research into the use of this model in postgraduate medical education, which requires the application of acquired knowledge, is limited. The aim of this study was to explore the barriers and facilitators to engagement with the flipped classroom model in preparation for the written element of postgraduate membership examinations. Three focus groups (n=14) were held between February and June 2016. Participants were drawn from a membership examination preparation course, run by the University of Shef-field. Two of the groups (n=10) involved "students" (public health registrars) while the other focus group (n=4) was held with "tutors" (experienced registrars and consultants). The focus groups were audiorecorded and transcribed verbatim. Transcripts were thematic...

2015

Email [email protected] Abstract Assessment to improve student learning and program effectiveness is an essential skill for student affairs practitioners. Empirical findings from a content analysis of the Professional Competency Areas for Student Affairs Practitioners (ACPA & NASPA, 2010) shed important light on reflexivity as a foundational aspect of assessment. Based on these findings, we present a conceptual model that positions assessment and reflexivity at the center of student affairs practice and offer concrete recommendations for reflexive student affairs assessment.

Education is a basic right for students. Each student is entitled to receive good quality education. Universities around the world are constantly looking out for innovative ways to impart education to students. By using computers and computer applications in teaching the education sector has surely reaped the benefits of technology. However technology constantly undergoes an upgrade and educators need to be adept at incorporating new technology in their current pedagogies. This research focuses on demonstrating the effectiveness of using video clips as a pedagogical tool as compared to other traditional methods of teaching such as white board method and slideshows. Use of video clips in teaching has given rise to the flipped classroom model and this research aims to elucidate the benefits of this new teaching style. In flipped learning, part or all of direct instruction and explanation is delivered through videos and the class time is used for engaging students in collaborative, hands-on activities. The most meaningful learning in a flipped classroom occurs as a result of efficient use of the extra class time (Szparagowski, R. 2014). In order to determine the effectiveness of video usage in teaching both qualitative and quantitative data are explored in this study. In a research article published in the British journal of educational technology multiple studies on flipped learning in engineering education were critically appraised and summarized to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners. Their analysis yielded that flipped learning gained popularity amongst engineering educators after 2012. Review of 13 studies reported that students in the flipped classroom outperformed their counterparts in the traditional classrooms. This research article also mentioned the benefits and challenges of this approach. The benefits listed were flexibility, improvement in interaction, professional skills, and student engagement. Challenges included increased workload for faculty, student resistance, technical issues, decreased interest and neglected material. Students resisted this form of pedagogy because of having gone through a traditional approach throughout their educational career. The students felt overwhelmed when faced with a new approach that required them to actively participate in the learning process (Karabulut-Ilgu, A., Cherrez, N. J., & Jahren, C.T. 2017). Bishop & Verleger (2013) pointed out that despite differences among the studies documented about the flipped classroom model, general reports of student perceptions towards this model were relatively consistent. Opinions tended to be positive, but there were invariably a few students who strongly disliked the change. The study also highlighted that students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. The students preferred live in-person lectures to video lectures, but also liked interactive class time more than in-person lectures. Also shorter, rather than longer videos were preferred. Tune & Basile (2013) assessed the effectiveness of a traditional lecture-based curriculum versus a modified ―flipped classroom‖ curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Their research showed that students who were part of the flipped model scored significantly higher on the test compared to the students who were part of the traditional lecture-based curriculum. Based on their experience and responses obtained in blinded student surveys, they proposed that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Their findings support that the flipped classroom model is a highly effective means in imparting knowledge to graduate medical students.

Headache, 2017

This paper discusses an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, a course which covers core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled, 188 students completed the questionnaire for a 35% response rate. The survey queried students' views about the flipped classroom, their experiences with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach. Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.