2014, 1–4, Early Online
How we turned the medical classroom
NEEL SHARMA1, C. S. LAU2, IAIN DOHERTY2 & DARREN HARBUTT2
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.
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.
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...
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