how we turned the medical classroom

 Essay about how we flipped the medical classroom

2014, 1–4, Early Online

HOW WE...

How we turned the medical classroom

NEEL SHARMA1, C. S. LAU2, IAIN DOHERTY2 & DARREN HARBUTT2

1

National University, Singapore, 2The University of Hong Kong, Hong Kong

Med Teach Downloaded via informahealthcare. com by Dr . Tanzeela Khalid on 07/17/14 For personal use only.

Abstract

Flicking the classroom centres around the delivery of print, audio tracks or online video based material prior to a spiel or course session. Your class session can now be dedicated to more active learning processes with application of know-how through problem solver or circumstance based scenarios. The rationale in back of this approach is that teachers can spend all their face-to-face time supporting students in much deeper learning techniques. In this conventional paper we provide a background literature review on the flipped classroom along with a 3 step way of flipping the classroom comprising implementing, enactment and considering this form of pedagogy. The three stage approach is founded on actual connection with delivering a flipped class at the School of Hong Kong. This project was evaluated with positive results. We hope each of our experience will be transferable to other medical institutions.

Introduction

Flipping the classroom companies on the delivery of print-, audioor video-based material prior to a lecture or perhaps class program. The class program is then focused on more active learning

procedures with application of knowledge through problem

fixing or circumstance based scenarios. The rationale lurking behind this

procedure is that instructors can use their face-to-face time

helping students in deeper learning processes. With this paper you can expect a history literature assessment on the turned

classroom and also a three stage approach to flipping the

classroom comprising putting into action, enacting and evaluating

this form of pedagogy. Our three-step approach is based on

actual connection with delivering a flipped class room at the

University or college of Hong Kong. This...

Recommendations: Barkley EF. 2010. Pupil engagement approaches: A handbook for college or university

faculty

DaRosa D. 2013. What's missing from the flipped classroom model? Acad

Scientif J AAMC

Herrington M, Oliver Ur. 2000. A great instructional style framework intended for

authentic learning environments

Kennedy C. 2014. Method of the month – The turned classroom.

Fall MJ, Erstaunt G, Treglia M. 2000. Inverting the classroom: A gateway to an inclusive learning environment. M Econ Educ

31(1): 30–43.

Mazur At the. 2009. Farewell, lecture? Research 323(5910): 50–51.

Pierce L, Fox L. 2012. Vod-casts and active-learning exercises in a ‘‘Flipped

Classroom'' model of a renal pharmacotherapy module

Prober CG, Heath C. 2012. Lecture entree without classes – A proposal intended for

medical education

Prober CG, Khan H. 2013. Medical education reimagined: A call to action.

Straumsheim C. 2013. Stanford University and Khan School use flipped

classroom to get medical education

Talbert 3rd there�s r. 2011. How a inverted class saves college students time.

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