A Flipped Classroom Model for a Biostatistics Short Course

McLaughlin, Jacqueline E.; Kang, Isabell

doi:10.52041/serj.v16i2.200

Cited by 15 publications

(5 citation statements)

References 18 publications

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“…The statistical analysis confirmed a positive change in the ability to interpret statistical data, as well as the ability to critically evaluate the submitted statistical information. Both competencies are an essential element of statistical literacy [48]. After passing the post-test, up to 69% of students said that they understood the basic concept and principles of statistics (question 10).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

et al. 2022

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To participate fully in society, a person needs to critically evaluate statistical information. To be able to do this, it is appropriate to start developing the statistical literacy of young people in diverse levels in schools. In our article, we present a modified seminar on statistics for prospective humanities teachers. During the seminar, we planned a pedagogical experiment, the aim of which was to statistically verify the students’ own diagnostic competencies as prospective teachers of humanities. The statistical analysis confirmed that the implementation of real research into the course on statistics has a positive impact on the development of statistical literacy but does not change the attitude of students toward statistics and its use in the future teaching practice.

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Section: Discussionmentioning

confidence: 99%

Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

et al. 2022

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“…The authors reason flipped classroom teaching promotes critical thinking, also makes the students feel more engaged. 14,15,16 Socio-cultural differences, racism and Flipped Classroom With the rise in globalization and increase in ease of travel, international students' population would increase. These international students face a lot of challenges in terms of acclimating themselves to the new social and cultural environment.…”

Section: Non-clinical Subjects Long Term and Short-term Impact Of Fli...mentioning

confidence: 99%

Utilizing a Flipped Classroom Approach to Facilitate Learning in the Health Sciences: A Systematic Review of the Literature

Whittington

Roy

2022

MRAJ

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It is essential that the training occurring across programs in the health sciences not only provides students with the knowledge necessary to correctly perform their role, but also to safely practice as health care professionals in the workforce. Curriculum in health science programs is typically very content heavy, which requires both the instructor and student to wade through vast amounts of information in order to determine the crucial elements necessary to practice. Additionally, it is not sufficient for a student to simply memorize content; they must be able to apply that content to clinical practice. Utilizing an active learning strategy such as the flipped classroom fosters the student’s ability to apply content to practical situations, they are likely to encounter in their professional practice.

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“…Flipped classrooms are applied in many different fields, but there have already been several examples in the field of statistics education. These studies [55,[57][58][59][61][62][63] examined the effect of the flipped classroom on student performance by using a control group which is a traditional classroom. Most of the studies found that a flipped classroom improves performance.…”

Section: Flipped Classroommentioning

confidence: 99%

Modern teaching methods in action in statistical classes

Kempler¹,

Kuruczleki²,

Kazar³

et al. 2021

SJI

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To act as a responsible member of a democratic society, everybody needs statistical literacy and practical knowledge on how to use statistical data, visualization, and methods. In the case of professions that use or produce statistical data the correct use of statistics and statistical thinking are also important. Practice and knowledge applicable in real life are also needed. To reach these requirements, using real-life problems, modern technologies (digital solutions, online tools) and up-to-date teaching methods tailored to the target audiences is crucial. Several papers show that the use of real problems, technology and modern teaching methods are more efficient than the traditional frontal teaching method. In this study, we describe some new teaching methods, for instance problem-based learning, project-based learning, thinking-based learning, flipped classroom, gamification, new technological devices. We also discuss the combination of different methods and modern technology in action in the field of Statistics. The paper shares our developments, experiences, and lessons we learnt from classes. One of our main results is the idea that the use of modern teaching approaches leads to more practical and applicable knowledge; however, their success also depends on both the educators’ and the students’ time expenditure and attitude.

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A Flipped Classroom Model for a Biostatistics Short Course

Cited by 15 publications

References 18 publications

Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

Implementation of Pedagogical Research into Statistical Courses to Develop Students’ Statistical Literacy

Utilizing a Flipped Classroom Approach to Facilitate Learning in the Health Sciences: A Systematic Review of the Literature

Modern teaching methods in action in statistical classes

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