Student experiences across multiple flipped courses in a single curriculum

Medical Education

Volumn 49, Issue 10, 2015, Pages 1038-1048

  Khanova, Julia ^a   Roth, Mary T ^a   Rodgers, Jo Ellen ^a   Mclaughlin, Jacqueline E ^a  

^a University of North Carolina at Chapel Hill   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULUM; EDUCATION; EDUCATIONAL MODEL; GROUNDED THEORY; HUMAN; NORTH CAROLINA; PHARMACOLOGY; PHARMACY SCHOOL; PROCEDURES; QUALITATIVE RESEARCH; SCHOOL; TEACHING; UNITED STATES;

COMPUTER-ASSISTED INSTRUCTION; CURRICULUM; EDUCATION, DISTANCE; GROUNDED THEORY; HUMANS; MODELS, EDUCATIONAL; NORTH CAROLINA; PHARMACOLOGY; QUALITATIVE RESEARCH; SCHOOLS, PHARMACY; TEACHING;

EID: 84942068821     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12807     Document Type: Article

References (47)

1. Barr RB, Tagg J. From teaching to learning - a new paradigm for undergraduate education. Change 1995;27:13-25.
2. Handelsman J, Ebert-May D, Beichner R et al. Scientific teaching. Science 2004;304:521-2.
3. Schneider CG, Shoenberg R. Habits hard to break: how persistent features of campus life frustrate curricular reform. Change 1999;31:30-5.
4. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A 2014;111:8410-5.
5. Cooke M, Irby DM, O'Brien BC. Educating Physicians: A Call for Reform of Medical School and Residency. San Francisco, CA: Jossey-Bass 2010.
6. Frenk J, Chen L, Bhutta A et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010;376:1923-58.
7. Osborne ML, Fields SA. Training physicians for the future US health care system. Future Hosp J 2014;1:56-61.
8. Prober CG, Khan S. Medical education reimagined: a call to action. Acad Med 2013;88:1407-10.
9. Hawks SJ. The flipped classroom: now or never? AANA J 2014;82:264-9.
10. McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, Esserman DA, Mumper RJ. The flipped classroom: a course design to foster learning and engagement in health professions education. Acad Med 2014;89:1-8.
11. Park SE, Howell TH. Implementation of a flipped classroom educational model in a predoctoral dental course. J Dent Educ 2015;79:563-70.
12. Hamdan N, McKnight P, McKnight K, Arfstrom K. A review of flipped learning. 2013. http://www.flippedlearning.org/review. [Accessed 13 January 2015.]
13. Bishop JL, Verleger MA. The flipped classroom: a survey of the research. Proceedings of the ASEE Annual Conference, 23-26 June 2013, Atlanta, GA.
14. Kim MK, Kim SM, Khera O, Getman J. The experience of three flipped classrooms in an urban university: an exploration of design principles. Internet High Educ 2014;22:37-50.
15. Lage MJ, Platt GJ, Treglia M. Inverting the classroom: a gateway to creating an inclusive learning environment. J Econ Educ 2000;31:30-43.
16. Yarbro J, Arfstrom KM, McKnight K, McKnight P. Extension of a review of flipped learning. 2014. http://www.flippedlearning.org/Page/62. [Accessed 13 January 2015.]
17. O'Flaherty J, Phillips C. The use of flipped classrooms in higher education: a scoping review. Internet High Educ 2015;25:85-95.
18. Wolters CA. Self-regulated learning and the 21st century competencies. 2010. http://www.hewlett.org/uploads/Self_Regulated_Learning_21st_Century_Competencies.pdf. [Accessed 11 May 2015.]
19. Palinscar AS. Social constructivist perspectives on teaching and learning. Annu Rev Psychol 1998;49:345-75.
20. Moffett J. Twelve tips for 'flipping' the classroom. Med Teach 2015;37:331-6.
21. Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv Physiol Educ 2013;37:316-20.
22. Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Med Educ 2014;14:181.
23. Critz CM, Knight D. Using the flipped classroom in graduate nursing education. Nurs Educ 2013;38:210-3.
24. Sharma N, Lau CS, Doherty I, Harbutt D. How we flipped the medical classroom. Med Teach 2015;37:327-30.
25. Remington TL, Hershock C, Klein KC, Niemer RK, Bleske BE. Lessons from the trenches: implementing team-based learning across several courses. Curr Pharm Teach Learn 2015;7:121-30.
26. Roth MT, Mumper RJ, Singleton SF, Lee CR, Rodgers PT, Cox WC, McLaughlin JE, Joyner P, Blouin RA. A renaissance in pharmacy education at the University of North Carolina at Chapel Hill. N C Med J 2014;75:48-52.
27. Shelton AK. Strategies for ensuring trustworthiness in qualitative research projects. Educ Inform 2004;22:63-78.
28. Wildemuth BM. Existing documents and artifacts as data. In: Wildemuth BM, ed. Applications of Social Research Methods to Questions in Information and Library Science. Westport, CT: Libraries Unlimited 2009;158-165.
29. Lincoln IS, Guba EG. Naturalistic Inquiry. Beverly Hills, CA: Sage Publications 1985.
30. Guba EG. Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ 1981;29:75-91.
31. O'Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med 2014;89:1245-51.
32. Pope C, Mays N. Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research. BMJ 1995;311:42-5.
33. Harris I. What does 'the discovery of grounded theory' have to say to medical education? Adv Health Sci Educ Theory Pract 2003;8:49-61.
34. Charmaz K. Constructing Grounded Theory. Thousand Oaks, CA: Sage Publications 2014.
35. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurs Educ Today 2004;24:105-12.
36. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res 2005;15:1277-88.
37. Elo S, Kääriäinen M, Kanste O, Pölkki T, Utriainen K, Kyngäs H. Qualitative content analysis: a focus on trustworthiness. SAGE Open 2014;4:1-10.
38. Holton JA. The coding process and its challenges. In: Bryant A, Charmaz K, eds. The Sage Handbook of Grounded Theory. Thousand Oaks, CA: Sage Publications 2007;265-289.
39. Cavanagh S. Content analysis: concepts, methods and applications. Nurse Res 1997;4:5-13.
40. Butt A. Student views on the use of a flipped classroom approach: evidence from Australia. BEA 2014;6:33-44.
41. Graham K, Burke K. Students' perceptions on a blended and flipped classroom. Int J Proc Educ 2014;6:21-6.
42. Moraros J, Islam A, Yu S, Banow R, Schindelka B. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Med Educ 2015;15:27.
43. Cohen SA. Instructional alignment: searching for a magic bullet. Educ Res 1987;16:16-20.
44. Strayer JF. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learn Environ Res 2012;15:171-93.
45. Anderson LW, Krathwohl DR. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Longman 2001.
46. Sawyer RK, ed. The Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press 2005.
47. Stark PB, Freishtat R. An evaluation of course evaluations. 2014. https://www.stat.berkeley.edu/~stark/Preprints/eval14.pdf. [Accessed 13 January 2015.]