ID Consecutivo : 2087

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serie

Editorial

 

ISBN

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

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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.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2087

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2087

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

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.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2087

Titulo

Autor como conferencia

Paginas

 

Año de publicación

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.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2087

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

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.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2087

Titulo videos

Año de publicación

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.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

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Libre

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Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://pubmed.ncbi.nlm.nih.gov/30514278/

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2087

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

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.

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

Imagen de portada

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores