Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United State

PURPOSE: It aimed to find if written test results improved for advanced cardiac life support (ACLS) taught in flipped classroom/team-based Learning (FC/TBL) vs. lecture-based (LB) control in University of California-Irvine School of Medicine, USA. METHODS: Medical students took 2010 ACLS with FC/TBL...

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Detalles Bibliográficos
Autores principales: Boysen-Osborn, Megan, Anderson, Craig L., Navarro, Roman, Yanuck, Justin, Strom, Suzanne, McCoy, Christopher E., Youm, Julie, Ypma-Wong, Mary Frances, Langdorf, Mark I.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Korea Health Personnel Licensing Examination Institute 2016
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4789594/
https://www.ncbi.nlm.nih.gov/pubmed/26893399
http://dx.doi.org/10.3352/jeehp.2016.13.11

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4789594/
https://www.ncbi.nlm.nih.gov/pubmed/26893399
http://dx.doi.org/10.3352/jeehp.2016.13.11

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