Flipped" or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students' time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

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S tandardized patients are trained actors who portray patients during an interview and physical examination with a medical student or doctor in training. As part of medical education, medical schools now often use standardized patients to depict realistic patient interactions and presentations of disease. These standardized patients discuss their symptoms with the student. The medical student in turn conducts a patient interview and then may perform a physical examination. Through these interviews, medical students learn how to communicate with patients in a situation that does not require the use of actual patients. The September 7, 2005, issue of JAMA is a theme issue devoted to articles about medical education.

Prior research has suggested that female status offenders are often treated more harshly than male status offenders in juvenile court processing. This finding is often explained by the traditional role perspective which suggests that the juvenile court is attempting to protect the sexuality of girls. In addition, there is theoretical and empirical evidence that the effect of gender may vary by race/ethnicity. This study examines the joint effects of gender and race/ethnicity in the adjudication of status offenders. The findings suggests that Native American boys are the most likely to be adjudicated followed by Black girls and Hispanic girls. Examination of the treatment of girls separately found that White females were the least likely to be adjudicated and Hispanic girls were significantly more likely than White girls to be adjudicated. For males, Native Americans, followed by Hispanic males, were the most likely to be adjudicated. Implications of the results are further discussed.