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Titulo Artículo:
Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology
Resumen:
Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.
Fecha de publicación:
2018.
Autores :
Stefan Dazert ;
Stefan Volkenstein ;
Christian Wrobel;
Tobias Dombrowski ;
Autor corporativo:
BMC medical education,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
ISBN:
1472-6920
Existencias:
7
Palabras claves:
Flipped classroom
Medical Education
Otorhinolaryngology
Undergraduate
Practical Course
Público objetivo:
Posgrado
Docentes
Educadores Medicos
Titulo Artículo:
Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology
Resumen:
Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.
Fecha de publicación:
2018.
Autores :
Stefan Dazert ;
Stefan Volkenstein ;
Christian Wrobel;
Tobias Dombrowski ;
Autor corporativo:
BMC medical education,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
Existencias:
7
Palabras claves:
Flipped classroom
Medical Education
Otorhinolaryngology
Undergraduate
Practical Course
Público objetivo:
Posgrado
Docentes
Educadores Medicos
Titulo Artículo:
Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology
Resumen:
Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.
Autores:
Stefan Dazert
,
Stefan Volkenstein
,
Christian Wrobel
,
Tobias Dombrowski
,
.
Titulo Revista:
BMC medical education,
.
Numero:
Volumen:
18
Fecha de publicación:
2018.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
7
ISBN:
1472-6920
Palabras claves:
Flipped classroom
Medical Education
Otorhinolaryngology
Undergraduate
Practical Course
Público objetivo:
Posgrado
Docentes
Educadores Medicos
Título Medline-PubMed :
Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology
Resumen:
Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.
Autores :
Stefan Dazert ;
Stefan Volkenstein ;
Christian Wrobel;
Tobias Dombrowski ;
Autor corporativo:
BMC medical education,
Fecha de publicación:
2018.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Flipped classroom
Medical Education
Otorhinolaryngology
Undergraduate
Practical Course
Público objetivo:
Posgrado
Docentes
Educadores Medicos
Título Medline-PubMed :
Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology
Resumen:
Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.
Autores :
Stefan Dazert ;
Stefan Volkenstein ;
Christian Wrobel;
Tobias Dombrowski ;
Autor corporativo:
BMC medical education,
Fecha de publicación:
2018.
Paginas:
1.
ISBN:
1472-6920 .
Idioma:
Inglés
Palabras claves:
Flipped classroom
Medical Education
Otorhinolaryngology
Undergraduate
Practical Course
Público objetivo:
Posgrado
Docentes
Educadores Medicos
Titulo Artículo:
Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology
Resumen:
Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.
Fecha de publicación:
2018.
Autor corporativo:
BMC medical education,
.
Idioma:
Inglés
Palabras claves:
Flipped classroom
Medical Education
Otorhinolaryngology
Undergraduate
Practical Course
Público objetivo:
Posgrado
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Stefan Dazert ; Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology(2018). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2087
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Stefan Dazert Stefan Volkenstein Christian Wrobel Tobias Dombrowski Stefan Dazert Stefan Volkenstein Christian Wrobel Tobias Dombrowski Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology. 2018; 18Ed. 1.
