Here is one of my favourite videos on flipped classroom. In this funny and insightful video, Keith Hughes explains the idea behind the flipped classroom and provides some excellent tips for teachers who want to integrate the flipped teaching methodology in their instruction. The video is a little bit long (24 minutes) but is really worth watching.
The author reports on medical students' positive response to the medical improv seminar she has taught at Northwestern University Feinberg School of Medicine since 2002: 95% of students anonymously evaluating the seminar from 2002 to 2010 agreed with the statement, "Studying improv could make me a better doctor," and 100% agreed with the statement, "I would recommend this class to other medical students.
"It just might be that in a society where information is abundant, thinking habits are more important than knowledge. Somewhere beneath wisdom and above the “things” a student knows.
Laws of economics say that scarcity increases value. It’s no longer information that’s scarce, but rather meaningful response to that information. Thought.
And thought has a source–a complex set of processes, background knowledge, and schema that we can, as educators think of as cognitive habits. And if they’re habits, well, that means they’re probably something we can practice at, doesn’t it?"
"Are you looking for ways to integration technology in your lesson plans and courses that provide for an engaging experience for you and your students? Fans of instructional technology know that it can be fun and inviting, and engaged students are far more likely to be learning."
Involved students learn more efficiently and are more successful at remembering what they learned. In addition, students who are engaged in learning are more likely to become passionate about learning in general.
These changes can result in questioning that is more learner centered, aids in the acquisition of knowledge and skills, performs helpful formative and summative assessments of the learner, and improves community in the clinical learning environment.
Last month, a mix of scientists, videographers and surgeons made history, capturing an entire surgery in first-person 3D and then turning it into an Oculus Rift experience.
The end result is, the team hopes, a new way to train medical students and surgeons. The next step, according to the MOVEO Foundation, which funded the project, is to create the first "live surgery" operation that will be filmed and broadcast on a virtual reality helmet simultaneously.
Working in partnership with students is a sophisticated and effective way of developing student engagement and enhancing learning and teaching. Partnership with students is a central theme of the HEA’s work and cuts across our other key areas of assessment, employability, flexible pedagogies and retention and success. That's why we provide a range of tools and guidance to support student partnership development.
EM can be well integrated into a third-year longitudinal curriculum. The undifferentiated patient work-up helps students develop critical skills in assessment and management. The lack of continuity did not interfere with the integrated longitudinal curriculum, instead the experience enhanced it
I’m coming to see student focus as a collaborative process. It’s me and them working to create a classroom where the students who want to focus have the best shot at it, in a world increasingly hostile to that goal.
"Reading content on the Internet has changed the way people process information, and nowhere is this change more obvious than in fields where design must adapt to new technology such as in eLearning. eLearning course creators need to refine their content to suit learners’ behavior and accessibility to training. This is where chunking comes into play."
These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach.
In addition to its ability to enhance one's critical understanding of medicine, the technique of "making strange" does something else: By disrupting fixed beliefs, this approach may allow a reexamination of patient-physician relationships in terms of human interactions and provide health care professionals an opportunity-an "open space"-to bear witness and engage with other individuals during challenging times. .
We suggest a less didactic approach in early years, with more evaluation and feedback from students to assure relevance; an emphasis on true reflection, as opposed to guided reflections linked to overformalised requirements; and more attention devoted to role-modelling and mentoring in the clinical years of training.