For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
5
views
28
references
 Top references
cited by
26
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      5,426
      similar
       All similar
      • Record: found
      • Abstract: not found
      • Article: not found

      Flipping the Classroom in Health Care Higher Education : A Systematic Review

      Read this article at

      ScienceOpenPublisherPubMed
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The flipped classroom is an approach to teaching with independent and asynchronous study of content by students and active learning during scheduled class times.

          Related collections

          Most cited references28

          • Record: found
          • Abstract: found
          • Article: not found

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

          Jacqueline E. McLaughlin, Mary T. Roth, Dylan M. Glatt … (2014)
          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.
          Article 0 comments Cited 217 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

            Lakmal Abeysekera, Phillip Dawson (2014)
            Article 0 comments Cited 180 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Flipping the classroom to improve student performance and satisfaction.

              Kathy Missildine, Rebecca Fountain, Lynn Summers … (2013)
              This study aimed to determine the effects of a flipped classroom (i.e., reversal of time allotment for lecture and homework) and innovative learning activities on academic success and the satisfaction of nursing students. A quasi-experimental design was used to compare three approaches to learning: traditional lecture only (LO), lecture and lecture capture back-up (LLC), and the flipped classroom approach of lecture capture with innovative classroom activities (LCI). Examination scores were higher for the flipped classroom LCI group (M = 81.89, SD = 5.02) than for both the LLC group (M = 80.70, SD = 4.25), p = 0.003, and the LO group (M = 79.79, SD = 4.51), p < 0.001. Students were less satisfied with the flipped classroom method than with either of the other methods (p < 0.001). Blending new teaching technologies with interactive classroom activities can result in improved learning but not necessarily improved student satisfaction.
              Article 0 comments Cited 121 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Journal
                Title: Nurse Educator
                Abbreviated Title: Nurse Educator
                Publisher: Ovid Technologies (Wolters Kluwer Health)
                ISSN (Print): 0363-3624
                Publication date Created: 2019
                Publication date (Print): 2019
                Volume: 44
                Issue: 2
                Pages: 74-78
                Article
                DOI: 10.1097/NNE.0000000000000554
                PubMed ID: 30015680
                SO-VID: a431ad47-50b7-4583-ab72-c15340cade0f
                Copyright © © 2019
                History

                Data availability:

                Comments

                Comment on this article

                scite_

                Similar content5,426

                See all similar

                Cited by26

                See all cited by

                Most referenced authors271

                See all reference authors