What millennial medical students say about flipped learning
| Autor: | Robin K. Pettit, Marjorie Kinney, Lise McCoy |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Letter
020205 medical informatics media_common.quotation_subject Control (management) 02 engineering and technology Flipped classroom Education 03 medical and health sciences 0302 clinical medicine Perception ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering flipped classroom Advances in Medical Education and Practice 030212 general & internal medicine Curriculum Original Research Pace media_common Medical education Attendance Flexibility (personality) lecture-based Popularity mandatory attendance variety medical education Psychology |
| Zdroj: | Advances in Medical Education and Practice |
| ISSN: | 1179-7258 |
| Popis: | Robin K Pettit,Lise McCoy,Marjorie Kinney School of Osteopathic Medicine in Arizona, A. T. Still University, Mesa, AZ, USA Abstract: Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an “all or nothing” learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements. Keywords: flipped classroom, mandatory attendance, medical education, lecture-based, variety |
| Databáze: | OpenAIRE |
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