Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation

Abstract

Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in an online medical nutrition therapy course between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

“…•instances of attribute: 20% •occurrences: 23,24,25,30,34,35,36,38,45,41,57,62,78,85 •Modified problem-based learning is the new norm in health services •Active learning methods in an online environment, with time, effort and scalability in mind.…”

“…During COVID-19, modified problem-based learning (mPBL) became the new norm, often in virtual formats [23,27,28]. The team identified both program-specific and interprofessional education methods, during and continuing after the COVID-19 global pandemic [32,34,67,77]. We suggest defining mPBL as PBL with elements of related active learning pedagogies.…”

Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study

“…Using the flipped classroom method to develop students' AI competencies has several advantages, which are even more important in the context of medical education. First, knowledge transfer components are separated in time and space from in-depth practical teaching [28], which increases perceived learning flexibility [29] and student satisfaction [30]. Second, due to the low implementation effort, other medical schools can easily adopt the course structure, which means that the course is scalable with little to no additional resource requirements.…”

“…The original MAIRS-MS instrument asks participants to rate their self-assessment on a 5-point Likert-scale (ranging from 1 -"strongly disagree" to 5 -"strongly agree") on 22 statements regarding their own AI readiness. The authors define AI readiness as "the healthcare provider's preparedness state in knowledge, skills, and attitude to utilize healthcare-AI applications during delivering prevention, diagnosis, treatment, and rehabilitation services in amalgam with own professional knowledge" [30]. MAIRS-MS is subdivided into four factors: "cognition" (8 items), "ability" (8 items), "vision" (3 items), and "ethics" (3 items).…”

Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom

“…Therefore, traditional students are told how the actual content of the material is through direct learning, while students in FCM-SSI conduct discussions, debates, and problem-solving through active learning. Active learning activities, problem-solving, evidence-based learning, group discussions, knowledge application, analysis, and synthesis, will improve critical thinking skills and scientific attitudes as research conducted by Tomesko et al (2022), active learning, direct feedback, and increasing student involvement in the classroom can improve students' thinking skills. In addition, scientific attitudes characterized by curiosity and criticalness, logic, objectivity, honesty, and open-mindedness, according to Ali et al (2013), are all included in the characteristics of the FCM-SSI model.…”