An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions

Tolks, Daniel; Schäfer, Christine; Raupach, Tobias; Kruse, Leona; Sarikas, Antonio; Gerhardt‐Szép, Susanne; Kllauer, Gertrud; Lemos, Martin; Fischer, Martin R.; Eichner, Barbara; Sostmann, Kai; Hege, Inga

doi:10.3205/zma001045

Cited by 90 publications

(35 citation statements)

References 39 publications

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“…Um dos estudos destacou que a aplicação da sala de aula invertida resultou em melhor desempenho dos alunos quando comparado com o ensino convencional, tendo como ponto positivo a aprendizagem colaborativa, a autonomia e a flexibilidade 18 . Em outras literaturas, foi visto que esta abordagem tem um grande potencial para desenvolver competências como o raciocínio clínico, pensamento crítico, comportamento comunicativo e capacidade de trabalho em equipe, sendo aplicável a educação de profissionais de saúde 64,65 .…”

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“…Nesta mesma percepção, um estudo que investigou a eficácia da sala de aula invertida no desempenho acadêmico de alunos do curso de enfermagem ressaltou que houve melhor compreensão da aula presencial após leitura prévia do assunto em casa. Desta forma, percebese que o modelo de sala de aula invertida pode ser uma importante abordagem a ser utilizada na reformulação dos planejamentos de ensino na atualidade 6,64,65 .…”

Section: Discussionunclassified

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Ensino híbrido na formação em saúde: uma revisão sistemática

et al. 2022

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Introducción: Ante la necesidad de reestructurar las instituciones de educación en salud a causa de la pandemia por COVID-19, se ha señalado a la educación híbrida como una alternativa para reorganizar las actividades educativas. El objetivo de este estudio es describir el desarrollo de la educación híbrida en la formación de los profesionales en el área de la salud. Materiales y métodos: Revisión sistemática de la literatura basada en las recomendaciones de los elementos de informes preferidos para revisiones sistemáticas y metaanálisis (PRISMA). La búsqueda se realizó por pares entre julio y septiembre de 2020 en cuatro bases de datos electrónicas. Los descriptores utilizados fueron “educación a distancia”, “educación superior”, “aprendizaje”, “salud”, “enfermería”, “medicina”, “odontología”, “fisioterapia” y “educación híbrida”. A su vez, los artículos seleccionados se clasificaron según su nivel de evidencia. Resultados: Se seleccionaron 49 artículos, entre los que se incluyeron estudios cuantitativos, cualitativos y de métodos mixtos. Se identificaron experiencias en el desarrollo de la educación híbrida en diferentes cursos de formación en el área de la salud. Se observó que la educación híbrida se implementó de acuerdo con el modelo de rotación, el modelo a la carta y el modelo Flex. Discusión: La enseñanza híbrida ha venido ganando cada vez más importancia en el escenario académico de la educación en salud. Se observó que, a partir de esta, el estudiante logra destacarse en su aprendizaje, ya que se convierte en el principal gestor de este proceso al aprender de forma activa mediante diversas herramientas educativas guiadas por el docente. Conclusiones: El éxito de la educación híbrida se puede relacionar con su carácter innovador, flexible, con buena relación costo-beneficio y la habilidad de convertir a los estudiantes en protagonistas de su proceso de enseñanza-aprendizaje, lo que influye en su propio rendimiento académico. Como citar este artículo: De Lima, Ana Carolina Bezerra; Dos Santos, Danielle Christine Moura; De Almeida, Sabrina Lima; Da Silva, Ellen Lucena; E PereiraEmanuela Batista Ferreira. Ensino híbrido na formação em saúde: uma revisão sistemática. Revista Cuidarte. 2022;13(1):e2051. http://dx.doi.org/10.15649/cuidarte.2051

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Ensino híbrido na formação em saúde: uma revisão sistemática

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“…We enforcedly implemented VIC in clinical radiology to prevent possible contagion during the COVID-19 pandemic. Our approach was based on our successful experience with PIC in the immediately preceding year [ 5 ] and on earlier publications on self-directed learning and the concept of inverted classroom [ 3 , 4 , 8 , 17 ]. The study revealed that students’ overall impression of VIC was satisfactory, however, significantly poorer compared to the historical control of PIC.…”

Section: Discussionmentioning

confidence: 99%

“…The approach of inverted classroom is based on a heutagogic teaching model of blended learning [ 4 , 11 – 13 ]. Initially, students are expected to prepare independently by online videos and additional self-chosen informational resources [ 2 ].…”

Section: Methodsmentioning

confidence: 99%

“…At that time, we intended to improve the traditional teacher-centred lecture that is mainly based on transfer of factual knowledge. For this purpose, we had established a heutagogical didactic approach by combining self-determined multimedia-based [ 2 ] and subsequent cooperative elements [ 3 , 4 ]. Heutagogy designates a self-determined and self-directed learning approach that promotes autonomy of students.…”

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Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

et al. 2021

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Background In the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students’ and lecturers’ perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control. Methods In the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC. Results Students’ general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p < 0.001), respectively, p < 0.001). The highest rating was achieved concerning use of the audience response system (median 1 [IQR 1, 0]), and the lowest concerning the buzz groups (median 4 [IQR 5, 3]). Students stated that they would have appreciated more details on reading images, greater focus on plenary case studies, and provision of exam related scripts. Lecturers would have liked better preparation by students, more activity of students, and stronger assistance for group support. Exam grades after VIC were better than after PIC (median 1 [IQR 2, 1] and 2 [IQR 2,1], respectively, p < 0.001). Conclusions Students’ overall perception of VIC was satisfactory, although worse than PIC. Final grades improved compared to PIC. Provided an adapted buzz group size and support, VIC may serve as complement in medical education once the pandemic is over.

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Comparison of healthcare professionals’ motivations for using different online learning materials

Daniel

Wolbrink

2019

Pediatric Investigation

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Importance Online learning is increasingly prevalent throughout all stages of medical education. There is little published literature exploring what motivates healthcare professionals to engage with different types of e‐learning content. Learner motivations must be understood in order to design effective educational solutions and to optimize the overall online learning experience. Objective Examine engagement, satisfaction, and motivations of healthcare professionals using OPENPediatrics, an open‐access medical e‐learning platform. Methods Retrospective analysis of online survey data. Users were asked to report engagement and satisfaction with the platform, as well as to select motivations for using different types of content on the site: Courses, Simulators, and World Shared Practice Forum videos. Results Majority of respondents were physicians and nurses in North America and Europe. Overall satisfaction with the platform was high. Most frequently cited motivations for using Courses and Simulators were: learn basic and in‐depth information around topics, and learn how to deliver safer or more effective patient care. For World Shared Practice Forum videos, most commonly cited motivations were: learn in‐depth information about a topic, learn the latest advances or developments in an area, and learn how to deliver safer or more effective patient care. Interpretation We appreciated both commonalities and differences in learning motivations among clinicians accessing different kinds of medical e‐learning content. Respondents were consistently motivated to learn in order to deliver safer or more effective patient care, but they reported using different types of educational content depending on whether they were learning basic information versus updating or changing their knowledge.

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An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions

Cited by 90 publications

References 39 publications

Ensino híbrido na formação em saúde: uma revisão sistemática

Ensino híbrido na formação em saúde: uma revisão sistemática

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

Comparison of healthcare professionals’ motivations for using different online learning materials

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