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Comparing the Results of Written Testing for Advanced Cardiac Life Support Teaching Using Team-based Learning and the “Flipped Classroom” Strategy
Objectives We sought to further determine whether cognitive test results changed for advanced cardiac life support (ACLS) taught in the team-based learning/flipped classroom format (TBL/FC) versus a lecture-based (LB) control. Methods We delivered 2010 ACLS to two classes of fourth-year medical stud...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cureus
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6039154/ https://www.ncbi.nlm.nih.gov/pubmed/30013860 http://dx.doi.org/10.7759/cureus.2574 |