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...

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Detalles Bibliográficos
Autores principales: Langdorf, Mark I, Anderson, Craig L, Navarro, Roman E, Strom, Suzanne, McCoy, C. Eric, Youm, Julie, Ypma-Wong, Mary F
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cureus 2018
Materias:
Cardiology
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

Internet

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

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