The changing landscape of anesthesia education: Is Flipped Classroom the answer?

Current Opinion in Anaesthesiology

Volumn 26, Issue 6, 2013, Pages 726-731

  Kurup, Viji ^a   Hersey, Denise ^a  

^a YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

blended learning; education; Flipped Classroom

Indexed keywords

ANESTHESIA; CERTIFICATION; COMPUTER; HUMAN; KNOWLEDGE; MANAGED CARE; MEDICAL EDUCATION; OPERATING ROOM; PRIORITY JOURNAL; PROBLEM BASED LEARNING; RESIDENT; REVIEW; SKILL; UNIVERSITY;

ANESTHESIOLOGY; HUMANS; INTERNSHIP AND RESIDENCY; MODELS, EDUCATIONAL;

EID: 84888131041     PISSN: 09527907     EISSN: 14736500     Source Type: Journal    
DOI: 10.1097/ACO.0000000000000004     Document Type: Review

References (31)

1. Chu LF, Young C, Zamora A, et al. Anesthesia 2.0: Internet-based information resources and Web 2.0 applications in anesthesia education. Curr Opin Anaesthesiol 2010; 23:218-227
2. Cook DA, Dupras DM, Thompson WG, et al. Web-based learning in residents continuity clinics: a randomized, controlled trial. Acad Med 2005; 80:90-97 (Pubitemid 40075744)
3. Flexner A. Medical education in the United States and Canada: a report to the Carnegie Foundation for the advancement of teaching. Boston: D.B. Updike, The Merrymount Press; 1910; pp.v-346
4. Cooke M, Irby DM, Sullivan W, et al. American medical education 100 years after the Flexner report. N Engl J Med 2006; 355:1339-1344
5. Prince M. Does active learning work? A review of the research. J Eng Educ 2004; 93:223-231
6. Wun YT, Tse EY, Lam TP, et al. PBL curriculum improves medical students participation in small-group tutorials. Med Teach 2007; 29:e198-e203 (Pubitemid 350056048)
7. Veronese C, Richards JB, Pernar L, et al. A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students. Med Teach 2013; 35:e1478-e1484
8. Hrynchak P, Batty H. The educational theory basis of team-based learning. Med Teach 2012; 34:796-801
9. Huxham M. Learning in lectures. Do interactive windows help? Active Learn Higher Educ 2005; 6:17-31
10. Instructional Technology Council. Trends in eLearning: tracking the impact of eLearning at community colleges, 2012 2013. http://www.itcnetwork.org/ attachments/article/87/AnnualSurveyApril2013.pdf. [Accessed May 2013]
11. Kannan J, Kurup V. Blended learning in anesthesia education: current state and future model. Curr Opin Anaesthesiol 2012; 25:692-698
12. Bould MD, Naik VN, Hamstra SJ. Review article: new directions in medical education related to anesthesiology and perioperative medicine. Can J Anaesth 2012; 59:136-150
13. Prober CG, Heath C. Lecture halls without lectures - a proposal for medical education. N Engl J Med 2012; 366:1657-1659
14. Lage MJ, Platt GJ, Treglia M. Inverting the classroom: a gateway to creating an inclusive learning environment. J Econ Educ 2000; 31:30-43
15. Chambers JA. Selected papers from the 11th International Conference on College Teaching and Learning. Jacksonville, Florida; 12-15 April 2000
16. Bergmann J, Sams A. Flip your classroom. 1st ed. Eugene, OR/Alexandria, VA: International Society for Technology in Education; ASCD; 2012
17. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Acad Med 2006; 81:207-212 (Pubitemid 44288875)
18. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Evaluation of evidence-based practices in online learning: a meta-Analysis and review of online learning studies. Washington, DC: U.S. Department of Education; 2010; pp. v-A6
19. Schreiber BE, Fukuta J, Gordon F. Live lecture versus video podcast in undergraduate medical education: a randomised controlled trial. BMC Med Educ 2010; 10:68
20. Hart D, Joing S. The millennial generation and the lecture. Acad Emerg Med 2011; 18:1186-1187
21. Prunuske AJ, Batzli J, Howell E, et al. Using online lectures to make time for active learning. Genetics 2012; 192:67-72; quiz 1SL-3SL..
22. Nast A, Schafer-Hesterberg G, Zielke H, et al. Online lectures for students in dermatology: a replacement for traditional teaching or a valuable addition? J Eur Acad Dermatol Venereol 2009; 23:1039-1043
23. Burnette K, Ramundo M, Stevenson M, et al. Evaluation of a web-based asynchronous pediatric emergency medicine learning tool for residents and medical students. Acad Emerg Med 2009; 16 (Suppl. 2):S46-S50
24. Purcell K. The state of online video. Pew Internet & American Life Project. Washington, DC: Pew Research Center; 2010; pp. 1-16
25. Shea JA, Willett LL, Borman KR, et al. Anticipated consequences of the 2011 duty hours standards: views of internal medicine and surgery program directors. Acad Med 2012; 87:895-903
26. Desai SV, Feldman L, Brown L, et al. Effect of the 2011 vs 2003 duty hour regulation-compliant models on sleep duration, trainee education, and continuity of patient care among internal medicine house staff: a randomized trial. JAMA Intern Med 2013; 173:649-655
27. Burns J. Critical care in the age of the duty hour regulations: circadian-based scheduling, standardized handoffs, and the flipped classroom? Crit Care Med 2012; 40:3305-3306
28. Pierce R, Fox J. Vodcasts and active-learning exercises in a flipped classroom model of a renal pharmacotherapy module. Am J Pharm Educ 2012, Article 196; 76:1-5
29. Emlet LL, Al-Khafaji A, Kim YH, et al. Trial of shift scheduling with standardized sign-out to improve continuity of care in intensive care units. Crit Care Med 2012; 40:3129-3134
30. Green DE, McNeeley MF. Practice corner: is radiology education ready for a flipped classroom? Radiographics 2013; 33:533-534
31. Branzetti JB, Aldeen AZ, Foster AW, et al. A novel online didactic curriculum helps improve knowledge acquisition among nonemergency medicine rotating residents. Acad Emerg Med 2011; 18:53-59.