Flipping the classroom: a national pilot curriculum for physiology in neonatal-perinatal medicine
| Autor: | Rita Dadiz, Margarita M. Vasquez, Laura H. Rubinos, Melissa M. Carbajal, Megan M. Gray, Susan Izatt, Maria Gillam-Krakauer, Elizabeth M. Bonachea, Alison Falck, Allison H. Payne, Heather French |
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| Rok vydání: | 2018 |
| Předmět: |
Program evaluation
Models Educational 020205 medical informatics Physiology Learning community MEDLINE Pilot Projects 02 engineering and technology Education Distance 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Medicine Humans 030212 general & internal medicine Program Development Curriculum business.industry Obstetrics and Gynecology Focus Groups Focus group Knowledge acquisition Perinatology United States Education Medical Graduate Pediatrics Perinatology and Child Health Needs assessment Active learning Neonatology business Needs Assessment Program Evaluation |
| Zdroj: | Journal of perinatology : official journal of the California Perinatal Association. 38(10) |
| ISSN: | 1476-5543 |
| Popis: | To explore interest, feasibility, perceived effectiveness, and acceptability of a standardized, national physiology curriculum for neonatal–perinatal medicine (NPM) fellows using online videos for knowledge acquisition paired with flipped classrooms (FCs) for knowledge application. Two educational programs pairing online videos with FCs were developed and peer-reviewed. These programs were piloted at five institutions. Fellows completed surveys, and fellows and educators participated in focus groups after their FC experiences. Thirty-five fellows responded to the survey. Forty-one fellows and six educators participated in focus groups. Fellows and educators preferred online videos paired with FCs over didactic teaching and perceived them to be effective for knowledge acquisition and application. Fellows and educators preferred FC learning over traditional didactics and reported that FCs facilitated creation of a learning community, fostering active learning. The favorable response toward this pilot project and the feasibility of its use supports further development of a standardized NPM physiology curriculum for fellowship training. |
| Databáze: | OpenAIRE |
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