Flipped Classroom Module on Shock for Medical Students

Introduction This module teaches medical students about shock through a flipped classroom approach. By the conclusion of the module, students are able to differentiate the main types of shock, recognize clinical signs of shock, and formulate initial treatment plans. The flipped classroom approach me...

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Autores principales:	Jennifer A. Hoffmann, Rachel W. Thompson
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2017
Materias:	Sepsis Shock Emergency Medicine Anaphylaxis Case-Based Pediatrics Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/eee5b056d8da4b56a67f1e2e8e5ec8af
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spelling	oai:doaj.org-article:eee5b056d8da4b56a67f1e2e8e5ec8af2021-12-03T14:15:39ZFlipped Classroom Module on Shock for Medical Students10.15766/mep_2374-8265.105422374-8265https://doaj.org/article/eee5b056d8da4b56a67f1e2e8e5ec8af2017-02-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10542https://doaj.org/toc/2374-8265Introduction This module teaches medical students about shock through a flipped classroom approach. By the conclusion of the module, students are able to differentiate the main types of shock, recognize clinical signs of shock, and formulate initial treatment plans. The flipped classroom approach means that students complete the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, so that they can focus on the higher forms of cognitive work (application, analysis, synthesis, and evaluation) in class with the support of their peers and instructors. Methods Prior to class, students complete advance preparation by reading selected articles. In class, students work through case-based discussion questions in teams. Results This module has been successfully implemented, with survey data from students showing higher self-rated confidence in their ability to achieve specified objectives after completion of the module. According to survey data, students felt they learned more from the class than from a traditional lecture format, and the class promoted teamwork skills. Discussion This module provides a tool for pediatric faculty instructors to redesign a traditional lecture-based class on shock into an interactive, case-based session that uses the flipped classroom approach.Jennifer A. HoffmannRachel W. ThompsonAssociation of American Medical CollegesarticleSepsisShockEmergency MedicineAnaphylaxisCase-BasedPediatricsMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 13 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Sepsis Shock Emergency Medicine Anaphylaxis Case-Based Pediatrics Medicine (General) R5-920 Education L
spellingShingle	Sepsis Shock Emergency Medicine Anaphylaxis Case-Based Pediatrics Medicine (General) R5-920 Education L Jennifer A. Hoffmann Rachel W. Thompson Flipped Classroom Module on Shock for Medical Students
description	Introduction This module teaches medical students about shock through a flipped classroom approach. By the conclusion of the module, students are able to differentiate the main types of shock, recognize clinical signs of shock, and formulate initial treatment plans. The flipped classroom approach means that students complete the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, so that they can focus on the higher forms of cognitive work (application, analysis, synthesis, and evaluation) in class with the support of their peers and instructors. Methods Prior to class, students complete advance preparation by reading selected articles. In class, students work through case-based discussion questions in teams. Results This module has been successfully implemented, with survey data from students showing higher self-rated confidence in their ability to achieve specified objectives after completion of the module. According to survey data, students felt they learned more from the class than from a traditional lecture format, and the class promoted teamwork skills. Discussion This module provides a tool for pediatric faculty instructors to redesign a traditional lecture-based class on shock into an interactive, case-based session that uses the flipped classroom approach.
format	article
author	Jennifer A. Hoffmann Rachel W. Thompson
author_facet	Jennifer A. Hoffmann Rachel W. Thompson
author_sort	Jennifer A. Hoffmann
title	Flipped Classroom Module on Shock for Medical Students
title_short	Flipped Classroom Module on Shock for Medical Students
title_full	Flipped Classroom Module on Shock for Medical Students
title_fullStr	Flipped Classroom Module on Shock for Medical Students
title_full_unstemmed	Flipped Classroom Module on Shock for Medical Students
title_sort	flipped classroom module on shock for medical students
publisher	Association of American Medical Colleges
publishDate	2017
url	https://doaj.org/article/eee5b056d8da4b56a67f1e2e8e5ec8af
work_keys_str_mv	AT jenniferahoffmann flippedclassroommoduleonshockformedicalstudents AT rachelwthompson flippedclassroommoduleonshockformedicalstudents
_version_	1718373240388190208

Flipped Classroom Module on Shock for Medical Students

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