A flipped classroom method based on a small private online course in physiology

Ryon

et al. 2020

The American Surgeon™

Background During the COVID-19 emergency, medical students were mandated to remain home, creating challenges to providing education remotely for third-year clinical rotations. This study aims to assess student reception and investigate objective outcomes to determine if online learning is a suitable alternative. Methods Medical students enrolled in the third-year surgical clerkship during COVID-19 were asked to participate in a survey. 19 of 27 (70%) students participated. Content, faculty-led lectures, and resident-led problem-based learning (PBL) sessions were assessed using a ten-point Likert scale. National Board of Medical Examiners (NBME) examination, weekly quiz, and oral examination scores were compared to previous years. Student t-tests compared the groups. Results The median age was 25 years. Comparing in-person to electronic sessions, there was no difference in effectiveness of faculty sessions preparing students for NBME (6.2 vs. 6.7, P = .46) or oral examinations (6.4 vs. 6.8, P = .58); there was also no difference in resident-led PBL sessions preparing students for NBME (7.2 vs. 7.2, P = .92) or oral examinations (7.4 vs. 7.6, P = .74). Comparing this group to students from the previous academic year, there was no difference in weekly quiz (85.3 vs. 87.8, P = .13), oral examination (89.8 vs. 93.9, P = .07), or NBME examination (75.3 vs. 77.4, P = .33) scores. Discussion Surgical medical didactic education can effectively be conducted remotely through faculty-led lectures and resident-led PBL sessions. Students did not have a preference between in-person and electronic content in preparation for examinations. As scores did not change, electronic education may be adequate for preparing students for examinations in times of crisis such as COVID-19.

Section: Discussionmentioning

confidence: 99%

Medical Student Education During COVID-19: Electronic Education Does Not Decrease Examination Scores

Ryon

et al. 2020

The American Surgeon™

Comp Applic In Engineering

“…In addition, the instructor of the computer‐aided landscape design course had a positive experience with the curriculum design, implementation, and overall results. It is worth noting that the flipped learning teaching mode is student‐centered, promoting application and collaboration and optimizing face‐to‐face time and complementary educational technologies [26]. We also hope that teachers will consider all kinds of available teaching modes and choose the most suitable mode for curriculum content, student needs, and available resources to promote learning in the best way.…”

Section: Discussionmentioning

confidence: 99%

“…hosted online [21,24]. The students watch these videos on their own schedule before class time, resulting in self‐guided and self‐paced learning [26]. The goal is to shift the learning from being instructor‐centered to student‐centered; each student is responsible for presenting to the class a basic understanding of key concepts, to allow them to engage and participate in class discussion and problem‐solving activities [17,25].…”

Section: Introductionmentioning

confidence: 99%

Application of flipped classroom based on the Rain Classroom in the teaching of computer‐aided landscape design

et al. 2020

Since the age of the Internet was coming, the smart teaching tool Rain Classroom provides new research ideas and directions for education reform. In this paper, the researchers analyzed the characteristics of Rain Classroom, studied the problems in flipped classroom teaching, designed a new flipped classroom teaching mode based on Rain Classroom, and practiced the new mode in a course on computer‐aided landscape design. Significant academic differences were shown according to questionnaire surveys of students who experienced Rain Classroom learning compared with a control group learning through traditional lecture‐based learning methods. Results suggest that a comparable group of graduate students who participated in the flipped class based on Rain Classroom scored significantly higher (p = .041 < .05) on the “computer‐aided landscape design” by an average of >3 percentage points than that of the control group. According to survey data, students learned more from the Rain Class than from a traditional lecture format, and the class also promoted teamwork skills. Our results show learning in the Rain Classroom can improve the students' learning interest, stimulate students' learning initiative, and promote better learning.

Biochem Molecular Bio Educ

“…The rapid development of the information age changed communication between people, and subsequently, communication between instructors and students has also changed. The application of MOOC (massive open online courses), SPOC (small private online courses), flipped classes, micro‐lectures, and a variety of teaching methods have been demonstrated to improve the effectiveness of teaching . In this study, we made use of micro‐lectures, WeChat, and the “blue ink cloud” platform to communicate with the students, which was a beneficial supplement for normal teaching methods and helped to achieve “formative teaching and study.” The writing reports after class included a review of the whole experiment and analysis of the results, which was a fundamental and difficult part of the course for the students.…”

Section: Course Informationmentioning

confidence: 99%

Separation of mononuclear cells and identification of B lymphocytes: A comprehensive experiment for medical students

Gao

Jin

et al. 2020

In teaching of experiments for medical students, by using the isolation of mononuclear cells and identification of B lymphocytes, an experiment was developed that integrated biochemistry, cytology, and immunology techniques, from which the students performed a series of operations including spleen separation, isolating mononuclear cells, and identifying B lymphocytes. From the immunocytochemistry detection, we included advanced equipment-a flow cytometer-in the experiment, which detected the B lymphocytes more accurately. Moreover, we applied modern information technology to the teaching of experiments by using an internet study platform, micro-lectures, and adopting "formative teaching and evaluation." This lab practice aims to increase the ability of medical students to solve problems using flexible scientific methods, to initiate them thinking about clinical and research application. K E Y W O R D S B lymphocyte identification, experimental teaching, flow cytometer, micro-lecture, mononuclear cell isolation