The flipped classroom paradigm for teaching palliative care skills

Virtual Mentor

Volumn 15, Issue 12, 2013, Pages 1034-1037

  Periyakoil, Vyjeyanthi S ^a   Basaviah, Preetha ^a  

^a STANFORD UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL COMPETENCE; CURRICULUM; HOSPICE CARE; HUMAN; MEDICAL EDUCATION; METHODOLOGY; PALLIATIVE THERAPY; TEACHING; UNIVERSITY;

CLINICAL COMPETENCE; CURRICULUM; EDUCATION, MEDICAL; HOSPICE CARE; HUMANS; PALLIATIVE CARE; TEACHING; UNIVERSITIES;

EID: 84899112847     PISSN: 19377010     EISSN: None     Source Type: Journal    
DOI: 10.1001/virtualmentor.2013.15.12.medu1-1312     Document Type: Review

References (7)

1. Liaison Committee on Medical Education. Functions and structure of a medical school. http://www.lcme.org/publications/functions.pdf. Accessed September 15, 2013.
2. Van Aalst-Cohen ES, Riggs R, Byock IR. Palliative care in medical school curricula: a survey of United States medical schools. J Palliat Med. 2008;11(9):1200-1202.
3. Fraser HC. Kutner JS. Pfeifer MP. Senior medical students' perceptions of the adequacy of education on end-of-life issues. J Palliat Med. 2001;4(3):337-343.
4. Sullivan AM. Warren AG. Lakoma MD. Liaw KR. Hwang D. Block SD. End-of-life care in the curriculum: a national study of medical education deans. Acad Med. 2004;79(8):760-768.
5. End of Life Curriculum Project. End of life online curriculum. http://endoflife.stanford.edu. Accessed October 22, 2013.
6. Stanford School of Medicine. iSAGE mini-fellowship. http://geriatrics.stanford.edu/mini_fellowship/. Accessed October 22, 2013.
7. Zaw C. Medical school experiments with flipped classroom model. Stanford Daily. October 22, 2012. http://www.stanforddaily.com/2012/10/22/medical-schoolexperiments-with-flipped-classroom-teaching-model/. Accessed October 22, 2013.