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Considerations for flipping the classroom in medical education.

Academic medicine : journal of the Association of American Medical Colleges

Goldberg H.
PMID: 24781289
Acad Med. 2014 May;89(5):696. doi: 10.1097/ACM.0000000000000210.

No abstract available.

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Goldberg H. Considerations for flipping the classroom in medical education. Acad Med. 2014;89(5):696doi: 10.1097/ACM.0000000000000210.
Goldberg, H. (2014). Considerations for flipping the classroom in medical education. Academic medicine : journal of the Association of American Medical Colleges, 89(5), 696. https://doi.org/10.1097/ACM.0000000000000210
Goldberg, Harry. "Considerations for flipping the classroom in medical education." Academic medicine : journal of the Association of American Medical Colleges vol. 89,5 (2014): 696. doi: https://doi.org/10.1097/ACM.0000000000000210
Goldberg H. Considerations for flipping the classroom in medical education. Acad Med. 2014 May;89(5):696. doi: 10.1097/ACM.0000000000000210. PMID: 24781289.
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Considerations for flipping the classroom in medical education.

Academic medicine : journal of the Association of American Medical Colleges

Hurtubise L, Lester TK, Okada S.
PMID: 24781290
Acad Med. 2014 May;89(5):696-7. doi: 10.1097/ACM.0000000000000209.

No abstract available.

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Hurtubise L, Lester TK, Okada S. Considerations for flipping the classroom in medical education. Acad Med. 2014;89(5):696-7doi: 10.1097/ACM.0000000000000209.
Hurtubise, L., Lester, T. K., & Okada, S. (2014). Considerations for flipping the classroom in medical education. Academic medicine : journal of the Association of American Medical Colleges, 89(5), 696-7. https://doi.org/10.1097/ACM.0000000000000209
Hurtubise, Larry, et al. "Considerations for flipping the classroom in medical education." Academic medicine : journal of the Association of American Medical Colleges vol. 89,5 (2014): 696-7. doi: https://doi.org/10.1097/ACM.0000000000000209
Hurtubise L, Lester TK, Okada S. Considerations for flipping the classroom in medical education. Acad Med. 2014 May;89(5):696-7. doi: 10.1097/ACM.0000000000000209. PMID: 24781290.
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A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.

CBE life sciences education

Lopatto D, Hauser C, Jones CJ, Paetkau D, Chandrasekaran V, Dunbar D, MacKinnon C, Stamm J, Alvarez C, Barnard D, Bedard JE, Bednarski AE, Bhalla S, Braverman JM, Burg M, Chung HM, DeJong RJ, DiAngelo JR, Du C, Eckdahl TT, Emerson J, Frary A, Frohlich D, Goodman AL, Gosser Y, Govind S, Haberman A, Hark AT, Hoogewerf A, Johnson D, Kadlec L, Kaehler M, Key SC, Kokan NP, Kopp OR, Kuleck GA, Lopilato J, Martinez-Cruzado JC, McNeil G, Mel S, Nagengast A, Overvoorde PJ, Parrish S, Preuss ML, Reed LD, Regisford EG, Revie D, Robic S, Roecklien-Canfield JA, Rosenwald AG, Rubin MR, Saville K, Schroeder S, Sharif KA, Shaw M, Skuse G, Smith CD, Smith M, Smith ST, Spana EP, Spratt M, Sreenivasan A, Thompson JS, Wawersik M, Wolyniak MJ, Youngblom J, Zhou L, Buhler J, Mardis E, Leung W, Shaffer CD, Threlfall J, Elgin SC.
PMID: 25452493
CBE Life Sci Educ. 2014;13(4):711-23. doi: 10.1187/cbe.13-10-0200.

In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences...

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Lopatto D, Hauser C, Jones CJ, et al. A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics. CBE Life Sci Educ. 2014;13(4):711-23doi: 10.1187/cbe.13-10-0200.
Lopatto, D., Hauser, C., Jones, C. J., Paetkau, D., Chandrasekaran, V., Dunbar, D., MacKinnon, C., Stamm, J., Alvarez, C., Barnard, D., Bedard, J. E., Bednarski, A. E., Bhalla, S., Braverman, J. M., Burg, M., Chung, H. M., DeJong, R. J., DiAngelo, J. R., Du, C., Eckdahl, T. T., Emerson, J., Frary, A., Frohlich, D., Goodman, A. L., Gosser, Y., Govind, S., Haberman, A., Hark, A. T., Hoogewerf, A., Johnson, D., Kadlec, L., Kaehler, M., Key, S. C., Kokan, N. P., Kopp, O. R., Kuleck, G. A., Lopilato, J., Martinez-Cruzado, J. C., McNeil, G., Mel, S., Nagengast, A., Overvoorde, P. J., Parrish, S., Preuss, M. L., Reed, L. D., Regisford, E. G., Revie, D., Robic, S., Roecklien-Canfield, J. A., Rosenwald, A. G., Rubin, M. R., Saville, K., Schroeder, S., Sharif, K. A., Shaw, M., Skuse, G., Smith, C. D., Smith, M., Smith, S. T., Spana, E. P., Spratt, M., Sreenivasan, A., Thompson, J. S., Wawersik, M., Wolyniak, M. J., Youngblom, J., Zhou, L., Buhler, J., Mardis, E., Leung, W., Shaffer, C. D., Threlfall, J., & Elgin, S. C. (2014). A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics. CBE life sciences education, 13(4), 711-23. https://doi.org/10.1187/cbe.13-10-0200
Lopatto, David, et al. "A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics." CBE life sciences education vol. 13,4 (2014): 711-23. doi: https://doi.org/10.1187/cbe.13-10-0200
Lopatto D, Hauser C, Jones CJ, Paetkau D, Chandrasekaran V, Dunbar D, MacKinnon C, Stamm J, Alvarez C, Barnard D, Bedard JE, Bednarski AE, Bhalla S, Braverman JM, Burg M, Chung HM, DeJong RJ, DiAngelo JR, Du C, Eckdahl TT, Emerson J, Frary A, Frohlich D, Goodman AL, Gosser Y, Govind S, Haberman A, Hark AT, Hoogewerf A, Johnson D, Kadlec L, Kaehler M, Key SC, Kokan NP, Kopp OR, Kuleck GA, Lopilato J, Martinez-Cruzado JC, McNeil G, Mel S, Nagengast A, Overvoorde PJ, Parrish S, Preuss ML, Reed LD, Regisford EG, Revie D, Robic S, Roecklien-Canfield JA, Rosenwald AG, Rubin MR, Saville K, Schroeder S, Sharif KA, Shaw M, Skuse G, Smith CD, Smith M, Smith ST, Spana EP, Spratt M, Sreenivasan A, Thompson JS, Wawersik M, Wolyniak MJ, Youngblom J, Zhou L, Buhler J, Mardis E, Leung W, Shaffer CD, Threlfall J, Elgin SC. A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics. CBE Life Sci Educ. 2014;13(4):711-23. doi: 10.1187/cbe.13-10-0200. PMID: 25452493; PMCID: PMC4255357.
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A comparison of teacher and student perception of flipping the medical classroom.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Sharma N, Myers G, Doherty I, Harbutt D.
PMID: 25654802
Educ Prim Care. 2015 Jan;26(1):30-3. doi: 10.1080/14739879.2015.11494306.

No abstract available.

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Sharma N, Myers G, Doherty I, et al. A comparison of teacher and student perception of flipping the medical classroom. Educ Prim Care. 2015;26(1):30-3doi: 10.1080/14739879.2015.11494306.
Sharma, N., Myers, G., Doherty, I., & Harbutt, D. (2015). A comparison of teacher and student perception of flipping the medical classroom. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 26(1), 30-3. https://doi.org/10.1080/14739879.2015.11494306
Sharma, Neel, et al. "A comparison of teacher and student perception of flipping the medical classroom." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 26,1 (2015): 30-3. doi: https://doi.org/10.1080/14739879.2015.11494306
Sharma N, Myers G, Doherty I, Harbutt D. A comparison of teacher and student perception of flipping the medical classroom. Educ Prim Care. 2015 Jan;26(1):30-3. doi: 10.1080/14739879.2015.11494306. PMID: 25654802.
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View from the North End: a model for future dental schools?.

Dental update

Magee AP.
PMID: 26685468
Dent Update. 2015 Oct;42(8):701-3. doi: 10.12968/denu.2015.42.8.701.

No abstract available.

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Magee AP. View from the North End: a model for future dental schools?. Dent Update. 2015;42(8):701-3doi: 10.12968/denu.2015.42.8.701.
Magee, A. P. (2015). View from the North End: a model for future dental schools?. Dental update, 42(8), 701-3. https://doi.org/10.12968/denu.2015.42.8.701
Magee, Angela P. "View from the North End: a model for future dental schools?." Dental update vol. 42,8 (2015): 701-3. doi: https://doi.org/10.12968/denu.2015.42.8.701
Magee AP. View from the North End: a model for future dental schools?. Dent Update. 2015 Oct;42(8):701-3. doi: 10.12968/denu.2015.42.8.701. PMID: 26685468.
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Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model.

Journal of continuing education in nursing

Underwood A.
PMID: 26641146
J Contin Educ Nurs. 2015 Dec;46(12):533-4. doi: 10.3928/00220124-20151112-12.

No abstract available.

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Underwood A. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs. 2015;46(12):533-4doi: 10.3928/00220124-20151112-12.
Underwood, A. (2015). Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. Journal of continuing education in nursing, 46(12), 533-4. https://doi.org/10.3928/00220124-20151112-12
Underwood, Anna. "Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model." Journal of continuing education in nursing vol. 46,12 (2015): 533-4. doi: https://doi.org/10.3928/00220124-20151112-12
Underwood A. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs. 2015 Dec;46(12):533-4. doi: 10.3928/00220124-20151112-12. PMID: 26641146.
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The oral case presentation: toward a performance-based rhetorical model for teaching and learning.

Medical education online

Chan MY.
PMID: 26194482
Med Educ Online. 2015 Jul 17;20:28565. doi: 10.3402/meo.v20.28565. eCollection 2015.

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who...

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Chan MY. The oral case presentation: toward a performance-based rhetorical model for teaching and learning. Med Educ Online. 2015;20:28565doi: 10.3402/meo.v20.28565.
Chan, M. Y. (2015). The oral case presentation: toward a performance-based rhetorical model for teaching and learning. Medical education online, 2028565. https://doi.org/10.3402/meo.v20.28565
Chan, Mei Yuit. "The oral case presentation: toward a performance-based rhetorical model for teaching and learning." Medical education online vol. 20 (2015): 28565. doi: https://doi.org/10.3402/meo.v20.28565
Chan MY. The oral case presentation: toward a performance-based rhetorical model for teaching and learning. Med Educ Online. 2015 Jul 17;20:28565. doi: 10.3402/meo.v20.28565. eCollection 2015. PMID: 26194482; PMCID: PMC4507752.
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An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Njie-Carr VP, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS.
PMID: 28363388
J Prof Nurs. 2017 Mar - Apr;33(2):133-144. doi: 10.1016/j.profnurs.2016.07.001. Epub 2016 Jul 22.

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education...

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Njie-Carr VP, Ludeman E, Lee MC, et al. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. J Prof Nurs. 2016;33(2):133-144doi: 10.1016/j.profnurs.2016.07.001.
Njie-Carr, V. P., Ludeman, E., Lee, M. C., Dordunoo, D., Trocky, N. M., & Jenkins, L. S. (2017). An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 33(2), 133-144. https://doi.org/10.1016/j.profnurs.2016.07.001
Njie-Carr, Veronica P S, et al. "An Integrative Review of Flipped Classroom Teaching Models in Nursing Education." Journal of professional nursing : official journal of the American Association of Colleges of Nursing vol. 33,2 (2017): 133-144. doi: https://doi.org/10.1016/j.profnurs.2016.07.001
Njie-Carr VP, Ludeman E, Lee MC, Dordunoo D, Trocky NM, Jenkins LS. An Integrative Review of Flipped Classroom Teaching Models in Nursing Education. J Prof Nurs. 2017 Mar - Apr;33(2):133-144. doi: 10.1016/j.profnurs.2016.07.001. Epub 2016 Jul 22. PMID: 28363388.
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Overcoming the barrier to implementing authentic research experiences through faculty mentorship.

CBE life sciences education

Goedhart CM, McLaughlin JS.
PMID: 25828401
CBE Life Sci Educ. 2015;14(2). doi: 10.1187/cbe.15-01-0007.

No abstract available.

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Goedhart CM, McLaughlin JS. Overcoming the barrier to implementing authentic research experiences through faculty mentorship. CBE Life Sci Educ. 2015;14(2)doi: 10.1187/cbe.15-01-0007.
Goedhart, C. M., & McLaughlin, J. S. (2015). Overcoming the barrier to implementing authentic research experiences through faculty mentorship. CBE life sciences education, 14(2), . https://doi.org/10.1187/cbe.15-01-0007
Goedhart, Christine M, and McLaughlin, Jacqueline S. "Overcoming the barrier to implementing authentic research experiences through faculty mentorship." CBE life sciences education vol. 14,2 (2015). doi: https://doi.org/10.1187/cbe.15-01-0007
Goedhart CM, McLaughlin JS. Overcoming the barrier to implementing authentic research experiences through faculty mentorship. CBE Life Sci Educ. 2015;14(2). doi: 10.1187/cbe.15-01-0007. PMID: 25828401; PMCID: PMC4477743.
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The DREME Network: Research and Interventions in Early Childhood Mathematics.

Advances in child development and behavior

Day-Hess C, Clements DH.
PMID: 28844242
Adv Child Dev Behav. 2017;53:1-41. doi: 10.1016/bs.acdb.2017.03.002. Epub 2017 May 03.

The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main...

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Day-Hess C, Clements DH. The DREME Network: Research and Interventions in Early Childhood Mathematics. Adv Child Dev Behav. 2017;53:1-41doi: 10.1016/bs.acdb.2017.03.002.
Day-Hess, C., & Clements, D. H. (2017). The DREME Network: Research and Interventions in Early Childhood Mathematics. Advances in child development and behavior, 531-41. https://doi.org/10.1016/bs.acdb.2017.03.002
Day-Hess, Crystal, and Clements, Douglas H. "The DREME Network: Research and Interventions in Early Childhood Mathematics." Advances in child development and behavior vol. 53 (2017): 1-41. doi: https://doi.org/10.1016/bs.acdb.2017.03.002
Day-Hess C, Clements DH. The DREME Network: Research and Interventions in Early Childhood Mathematics. Adv Child Dev Behav. 2017;53:1-41. doi: 10.1016/bs.acdb.2017.03.002. Epub 2017 May 03. PMID: 28844242.
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Service-Learning in Undergraduate Nursing Education: Where is the Reflection?.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Brown JM, Schmidt NA.
PMID: 26802591
J Prof Nurs. 2016 Jan-Feb;32(1):48-53. doi: 10.1016/j.profnurs.2015.05.001. Epub 2015 May 15.

Service-Learning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with...

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Brown JM, Schmidt NA. Service-Learning in Undergraduate Nursing Education: Where is the Reflection?. J Prof Nurs. 2015;32(1):48-53doi: 10.1016/j.profnurs.2015.05.001.
Brown, J. M., & Schmidt, N. A. (2016). Service-Learning in Undergraduate Nursing Education: Where is the Reflection?. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 32(1), 48-53. https://doi.org/10.1016/j.profnurs.2015.05.001
Brown, Janet M, and Schmidt, Nola A. "Service-Learning in Undergraduate Nursing Education: Where is the Reflection?." Journal of professional nursing : official journal of the American Association of Colleges of Nursing vol. 32,1 (2016): 48-53. doi: https://doi.org/10.1016/j.profnurs.2015.05.001
Brown JM, Schmidt NA. Service-Learning in Undergraduate Nursing Education: Where is the Reflection?. J Prof Nurs. 2016 Jan-Feb;32(1):48-53. doi: 10.1016/j.profnurs.2015.05.001. Epub 2015 May 15. PMID: 26802591.
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Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine.

Academic medicine : journal of the Association of American Medical Colleges

Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D.
PMID: 25881645
Acad Med. 2015 Aug;90(8):1025-33. doi: 10.1097/ACM.0000000000000734.

Acquisition of competency in procedural skills is a fundamental goal of medical training. In this Perspective, the authors propose an evidence-based pedagogical framework for procedural skill training. The framework was developed based on a review of the literature using...

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Sawyer T, White M, Zaveri P, et al. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med. 2015;90(8):1025-33doi: 10.1097/ACM.0000000000000734.
Sawyer, T., White, M., Zaveri, P., Chang, T., Ades, A., French, H., Anderson, J., Auerbach, M., Johnston, L., & Kessler, D. (2015). Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Academic medicine : journal of the Association of American Medical Colleges, 90(8), 1025-33. https://doi.org/10.1097/ACM.0000000000000734
Sawyer, Taylor, et al. "Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine." Academic medicine : journal of the Association of American Medical Colleges vol. 90,8 (2015): 1025-33. doi: https://doi.org/10.1097/ACM.0000000000000734
Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med. 2015 Aug;90(8):1025-33. doi: 10.1097/ACM.0000000000000734. PMID: 25881645.
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Showing 13 to 24 of 1354 entries