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Article: How we flipped the medical classroom

TitleHow we flipped the medical classroom
Authors
Issue Date2015
Citation
Medical Teacher, 2015, v. 37 n. 4, p. 327-330 How to Cite?
AbstractFlipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.
Persistent Identifierhttp://hdl.handle.net/10722/199289

 

DC FieldValueLanguage
dc.contributor.authorSharma, Nen_US
dc.contributor.authorLau, WCSen_US
dc.contributor.authorDoherty, Ien_US
dc.contributor.authorHarbutt, DDen_US
dc.date.accessioned2014-07-22T01:11:11Z-
dc.date.available2014-07-22T01:11:11Z-
dc.date.issued2015en_US
dc.identifier.citationMedical Teacher, 2015, v. 37 n. 4, p. 327-330en_US
dc.identifier.urihttp://hdl.handle.net/10722/199289-
dc.description.abstractFlipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.en_US
dc.languageengen_US
dc.relation.ispartofMedical Teacheren_US
dc.titleHow we flipped the medical classroomen_US
dc.typeArticleen_US
dc.identifier.emailLau, WCS: cslau@hku.hken_US
dc.identifier.emailDoherty, I: idoherty@hku.hken_US
dc.identifier.emailHarbutt, DD: dharbutt@hku.hken_US
dc.identifier.authorityLau, WCS=rp01348en_US
dc.identifier.authorityDoherty, I=rp01576en_US
dc.identifier.doi10.3109/0142159X.2014.923821en_US
dc.identifier.hkuros230944en_US

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