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Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives

Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one prob...

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Detalles Bibliográficos
Autores principales: Rehman, Rehana, Hashmi, Satwat, Akbar, Rozmeen, Fatima, Syeda Sadia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7052442/
https://www.ncbi.nlm.nih.gov/pubmed/32166116
http://dx.doi.org/10.1177/2382120520910853
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author Rehman, Rehana
Hashmi, Satwat
Akbar, Rozmeen
Fatima, Syeda Sadia
author_facet Rehman, Rehana
Hashmi, Satwat
Akbar, Rozmeen
Fatima, Syeda Sadia
author_sort Rehman, Rehana
collection PubMed
description Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one problem-based case on “Shock” with flipped-style teaching in the respiration circulation module of a private medical university. Our objective was to use the clinical presentation of “Shock” to open a window to interrelate basic science concepts of cardiovascular physiology and pathology. It aimed to merge the case-based discussion with small-group discussions in the form of FCR activity. The qualitative study gives an overview of comments of facilitators, observers, and leadership of the Department and University obtained during focus group discussions and in-depth interviews. Thematic analysis of responses emphasized the importance of FCR as an effective teaching learning modality, which can be made more effective by careful selection of topic and provision of facilities to support technology-enhanced learning. The discussions with facilitators, observers, and leadership revealed its usefulness through student’s engagement and increased participation to build learning of the key concepts. Student satisfaction in these activities can be enhanced by construction of knowledge acquired in non–face-to-face component with substantial pre-reading materials, videos, peer discussions, quizzes, and prompt feedback.
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spelling pubmed-70524422020-03-12 Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives Rehman, Rehana Hashmi, Satwat Akbar, Rozmeen Fatima, Syeda Sadia J Med Educ Curric Dev Perspective Flipped classroom (FCR) is an active learning pedagogical method in which the students prepare prior to class using different modalities, for example, reading materials and videos, and afterward spend the time in class discussing the content and reinforcing the concepts. We chose to replace one problem-based case on “Shock” with flipped-style teaching in the respiration circulation module of a private medical university. Our objective was to use the clinical presentation of “Shock” to open a window to interrelate basic science concepts of cardiovascular physiology and pathology. It aimed to merge the case-based discussion with small-group discussions in the form of FCR activity. The qualitative study gives an overview of comments of facilitators, observers, and leadership of the Department and University obtained during focus group discussions and in-depth interviews. Thematic analysis of responses emphasized the importance of FCR as an effective teaching learning modality, which can be made more effective by careful selection of topic and provision of facilities to support technology-enhanced learning. The discussions with facilitators, observers, and leadership revealed its usefulness through student’s engagement and increased participation to build learning of the key concepts. Student satisfaction in these activities can be enhanced by construction of knowledge acquired in non–face-to-face component with substantial pre-reading materials, videos, peer discussions, quizzes, and prompt feedback. SAGE Publications 2020-03-02 /pmc/articles/PMC7052442/ /pubmed/32166116 http://dx.doi.org/10.1177/2382120520910853 Text en © The Author(s) 2020 https://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
spellingShingle Perspective
Rehman, Rehana
Hashmi, Satwat
Akbar, Rozmeen
Fatima, Syeda Sadia
Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
title Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
title_full Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
title_fullStr Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
title_full_unstemmed Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
title_short Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
title_sort teaching “shock pathophysiology” by flipped classroom: views and perspectives
topic Perspective
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7052442/
https://www.ncbi.nlm.nih.gov/pubmed/32166116
http://dx.doi.org/10.1177/2382120520910853
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