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      Twelve Tips for COVID-19 friendly learning design in medical education

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          Abstract

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          The COVID-19 pandemic has caused educational institutions around the world to close their doors and move their teaching and learning into the online space. For many medical educators, who usually rely on face-to-face and blended instruction, this presents a challenge. By rethinking learning design, medical educators can ensure a smooth transition of their subjects into the online space. However, because of the immersive nature of medical education, not all teaching and learning activities can be delivered online. This paper outlines twelve tips using evidence-based educational practices and a student-centred approach. The twelve tips presented and discussed in this paper can help medical educators to transition to online learning and maintain the integrity of their subjects. They can also promote student self-regulation, help develop graduate attributes, and generally enhance learning experiences during pandemic social distancing. Finally, these tips can be used to rethink medical education in the post-pandemic era.

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              Flipped classroom improves student learning in health professions education: a meta-analysis

              Background The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
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                Author and article information

                Journal
                MedEdPublish (2016)
                MedEdPublish (2016)
                MedEdPublish
                F1000 Research Limited (London, UK )
                2312-7996
                20 May 2020
                2020
                : 9
                : 103
                Affiliations
                [1 ]The Royal Australia and New Zealand College of Ophthalmologist - RANZCO
                [1 ]University of Western States
                [1 ]Faculty of Medicine, Wayamba University of Sri Lanka
                [1 ]Universidad Nacional Autonoma de Mexico Facultad de Medicina
                [1 ]American International Medical University
                [1 ]Edge Hill University
                [1 ]University of Otago
                [1 ]Monash University
                Author notes
                Article
                10.15694/mep.2020.000103.1
                10712607
                38090049
                b0cc48fb-1790-4aeb-8a2b-36006d09d02c
                Copyright: © 2020 Reyna J

                This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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                Categories
                Practical Tips
                Articles

                learning design,online delivery,medical education,online learning,student-centred approach,technology-enhanced learning

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