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      Strategic Considerations for Applying the Flipped Classroom to Neurology Education

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          Abstract

          Nowadays, the "flipped classroom" approach is taking the center stage within medical education. However, very few reports on the implementation of the flipped classroom in neurology have been published to date, and this educational model still represents a challenge for students and educators alike. In this article, neurology educators from the American Academy of Neurology's A. B. Baker Section on Neurological Education analyze reports of flipped classroom in other medical/surgical subspecialties, review the current implementation in neurology, and discuss future strategies to flip the neurology curriculum through contextualization of the benefits and the consequences. ANN NEUROL 2020;87:4-9.

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          Most cited references27

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          The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

          Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.
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            From Sage on the Stage to Guide on the Side

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              Bloom's taxonomy of cognitive learning objectives.

              Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.
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                Author and article information

                Journal
                Annals of Neurology
                Ann Neurol
                Wiley
                0364-5134
                1531-8249
                November 22 2019
                January 2020
                November 21 2019
                January 2020
                : 87
                : 1
                : 4-9
                Affiliations
                [1 ]A. B. Baker Section on Neurological Education, American Academy of Neurology Minneapolis MN
                [2 ]Department of Brain SciencesImperial College London London United Kingdom
                [3 ]Department of NeurologyUniversity of Michigan Ann Arbor MI
                [4 ]Department of NeurologyMedical College of Wisconsin Milwaukee WI
                [5 ]Department of NeurologyOhio State University Columbus OH
                [6 ]Department of NeurologyWeill Cornell Medicine New York NY
                [7 ]Neurology Service, Lebanon VA Medical Center Lebanon, PA
                [8 ]Department of NeurologyTulane University School of Medicine New Orleans LA
                [9 ]Department of NeurologyUniversity of Washington Seattle WA
                [10 ]Department of Foundational Medical StudiesOakland University William Beaumont School of Medicine Rochester MI
                [11 ]Department of NeurologySt Louis University St Louis MO
                [12 ]Department of Psychiatry and Behavioral SciencesStanford University Stanford CA
                [13 ]Sierra Pacific Mental Illness Research Education and Clinical Centers, VA Palo Alto Health Care System Palo Alto CA
                Article
                10.1002/ana.25609
                31581320
                63a210ea-fd4f-4051-9d3a-192b2e9b4618
                © 2020

                http://onlinelibrary.wiley.com/termsAndConditions#vor

                http://doi.wiley.com/10.1002/tdm_license_1.1

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