Title |
Flipped classroom model for learning evidence-based medicine
|
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Published in |
Advances in Medical Education and Practice, August 2017
|
DOI | 10.2147/amep.s142233 |
Pubmed ID | |
Authors |
Sydney Y Rucker, Zulfukar Ozdogan, Morhaf Al Achkar |
Abstract |
Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 2 | 40% |
Italy | 1 | 20% |
Unknown | 2 | 40% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 4 | 80% |
Practitioners (doctors, other healthcare professionals) | 1 | 20% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 73 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 11 | 15% |
Researcher | 9 | 12% |
Student > Bachelor | 8 | 11% |
Student > Ph. D. Student | 6 | 8% |
Professor | 5 | 7% |
Other | 14 | 19% |
Unknown | 20 | 27% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 28 | 38% |
Nursing and Health Professions | 7 | 10% |
Agricultural and Biological Sciences | 2 | 3% |
Arts and Humanities | 2 | 3% |
Social Sciences | 2 | 3% |
Other | 10 | 14% |
Unknown | 22 | 30% |