For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
26
views
41
references
 Top references
cited by
43
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      2,178
      similar
       All similar
      • Record: found
      • Abstract: not found
      • Article: not found

      Student experiences across multiple flipped courses in a single curriculum

      Author(s): 1 , 2 , 3 , 1
      Publication date (Electronic):
      Journal: Medical Education
      Publisher: Wiley

      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 approach has garnered significant attention in health professions education, which has resulted in calls for curriculum-wide implementations of the model. However, research to support the development of evidence-based guidelines for large-scale flipped classroom implementations is lacking.

          Related collections

          Most cited references41

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

          Three approaches to qualitative content analysis.

          Hsiu-Fang Hsieh, Sarah Shannon (2016)
          Content analysis is a widely used qualitative research technique. Rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. All three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. The major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. In conventional content analysis, coding categories are derived directly from the text data. With a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. A summative content analysis involves counting and comparisons, usually of keywords or content, followed by the interpretation of the underlying context. The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.
          Article 0 comments Cited 5060 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.

            U.H. Graneheim, B Lundman (2004)
            Qualitative content analysis as described in published literature shows conflicting opinions and unsolved issues regarding meaning and use of concepts, procedures and interpretation. This paper provides an overview of important concepts (manifest and latent content, unit of analysis, meaning unit, condensation, abstraction, content area, code, category and theme) related to qualitative content analysis; illustrates the use of concepts related to the research procedure; and proposes measures to achieve trustworthiness (credibility, dependability and transferability) throughout the steps of the research procedure. Interpretation in qualitative content analysis is discussed in light of Watzlawick et al.'s [Pragmatics of Human Communication. A Study of Interactional Patterns, Pathologies and Paradoxes. W.W. Norton & Company, New York, London] theory of communication.
            Article 0 comments Cited 2341 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Standards for reporting qualitative research: a synthesis of recommendations.

              Bridget O’Brien, Ilene Harris, Thomas Beckman … (2014)
              Standards for reporting exist for many types of quantitative research, but currently none exist for the broad spectrum of qualitative research. The purpose of the present study was to formulate and define standards for reporting qualitative research while preserving the requisite flexibility to accommodate various paradigms, approaches, and methods.
              Article 0 comments Cited 2336 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Journal
                Title: Medical Education
                Abbreviated Title: Med Educ
                Publisher: Wiley
                ISSN: 03080110
                Publication date Created: October 2015
                Publication date (Print): October 2015
                Publication date (Electronic): September 18 2015
                Volume: 49
                Issue: 10
                Pages: 1038-1048
                Affiliations
                [1 ]Division of Practice Advancement and Clinical Education; University of North Carolina (UNC) Eshelman School of Pharmacy; Chapel Hill North Carolina USA
                [2 ]Division of Pharmaceutical Outcomes and Policy; UNC Eshelman School of Pharmacy; Chapel Hill North Carolina USA
                [3 ]Division of Pharmacotherapy and Experimental Therapeutics; UNC Eshelman School of Pharmacy; Chapel Hill North Carolina USA
                Article
                DOI: 10.1111/medu.12807
                PubMed ID: 26383075
                SO-VID: d75e7efc-82cd-46d3-852e-de63523b69ec
                Copyright © © 2015
                License:

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

                History

                Data availability:

                Comments

                Comment on this article

                scite_

                Similar content2,178

                See all similar

                Cited by43

                See all cited by

                Most referenced authors743

                See all reference authors