Classroom Training Research Articles

291 Virtual Classroom Proficiency-Based Progression for Robotic Surgery Training (VROBOT): A Prospective, Cross-Over, Effectiveness Study

Abstract Aim Robotic surgical training has historically lacked evidence-based standardisation. The Fundamentals of Robotic Surgery (FRS) curriculum addresses this by incorporating proficiency-based modules which certify trainees’ skills. However, the curriculum is self-directed and non-interactive. We aim to determine the effectiveness of interactive virtual classroom training (VCT) as an adjunct to the FRS curriculum for robotic skills training. Method 11 novice surgical trainees were randomly allocated to two groups. Both groups completed a one-week robotic skills induction. In week two, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week three, the groups received the alternate intervention. The primary outcome was measured using the validated robotic-objective structured assessment of technical skills (R-OSAT). Results 11 participants completed the training curriculum; all were included in analyses. Both groups demonstrated significantly improved proficiency upon completion of the training. At time point 1 (end of week two) Group A achieved a statistically significant greater mean proficiency score compared to Group B (44.80 vs 35.33 points, p=0.006). At time point 2 (end of week three), there was no significant difference in Group A's mean score from time point 1. In contrast, Group B showed significant improvement in mean proficiency by 9.67 points from time point 1 (95% CI 5.18–14.15, p=0.003). Conclusions VCT is an effective training adjunct to the FRS curriculum for the learning of basic robotic skills. With the steep learning curve in robotic surgery training, VCT offers interactive learning and can increase training effectiveness.

158 Virtual Interactive Surgical Skills Classroom: A Parallel-Designed, Non-Inferiority, Adjudicator-Blinded, Randomised Controlled Trial (VIRTUAL)

Abstract Introduction Virtual classroom training (VCT) is a novel educational method that permits accessible, distanced interactive expert instruction. We aimed to evaluate the efficacy of VCT in comparison to face-to-face training (FFT) and non-interactive computer-based learning (CBL) for basic surgical skills training. Method 72 participants recruited from five London medical schools underwent stratified block randomisation into three equal intervention groups based on subjective and objective suturing experience. VCT was delivered via the BARCO weConnect platform and FFT was provided by expert instructors. Optimal student-to-teacher ratio was used, 12:1 for VCT and 4:1 for FFT. The assessed task was interrupted suturing with hand-tied knots. The primary outcome was post-intervention Objective Structured Assessment of Technical Skills (OSATS) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Results VCT was non-inferior to FFT (adjusted difference 0.44, 95% CI: -0.54 to 1.75, delta 0.675), VCT was superior to CBL (adjusted difference 1.69, 95% CI 0.41 to 2.96) and FFT was superior to CBL (adjusted difference 1.25, 95% CI 0.20 to 2.29). FFT alone was associated with student travel expenses (mean £4.88, SD 3.70). Instructor hours used per student for VCT and FFT were 0.25 and 0.75, respectively. Conclusions VCT has a similar educational benefit to FFT and is a suitable modality of high-quality surgical skills education. VCT provides greater accessibility and resource efficiency compared to FFT. VCT satisfies the requirement for social distancing during the COVID-19 pandemic and is better than non-interactive CBL. VCT has the potential to improve global availability and accessibility of surgical skills training.

Pengoptimalan E-Learning di SMA Kyai Ageng Basyariah Madiun melalui Pelatihan Google Classroom

To overcome the spread of covid 19, schools and universities conduct learning through online activities. In online learning, the Kyai Ageng Basyariyah high school teacher still uses WhatsApp only, so learning is not optimal. This is less effective so that more meaningful learning training is needed such as Google Classroom training as one of the innovations in online learning. This training begins with pre-training preparations such as licensing, module preparation, and training support equipment. Then direct training was held, namely an explanation of the introduction of Google Classroom and hands-on practice which was attended by 23 teachers. The results of the practice of training activities using the Google Classroom application for the online learning process at SMA Kyai Ageng Basyariyah have been carried out well and smoothly and show that the training participants have mastered how to use Google Classroom.

SP7.1 Virtual classroom proficiency-based progression for robotic surgery training (VROBOT): a prospective, cross-over, effectiveness study

Abstract Aims Robotic surgery is an evolving surgical technique, requiring specialist training. The standardised Fundamentals of Robotic Surgery (FRS) curriculum incorporates proficiency-based modules to certify the skills of novice trainees. However, the curriculum is self-directed and non-interactive. We aim to determine the effectiveness of interactive virtual classroom training (VCT) in concordance with the FRS for robotic skills training. Methods 11 novice surgical trainees were randomly allocated to two training groups. Both groups completed a one-week robotic skills induction. In week two, Group A received training with the FRS curriculum and adjunctive VCT; Group B only received access to the FRS curriculum. In week three, the groups received the alternate intervention. The primary outcome was measured using the validated R-OSAT score. This was collected post-intervention at time point 1(end of week two) and time point 2(end of week three). Results Participants attained higher mean proficiency scores with both the FRS curriculum and VCT, compared to the FRS curriculum alone. At timepoint 1, Group A achieved a greater mean proficiency score compared to Group B (44.80 vs 35.33, p=0.006). At timepoint 2, there was no significant difference in mean proficiency score in Group A from timepoint 1. In contrast, Group B, who received adjunctive VCT showed significant improvement in mean proficiency by 9.67points from timepoint 1 (95% CI 5.18–14.15, p=0.003). Conclusion VCT is an effective training adjunct to the FRS curriculum for learning basic robotic skills. With the steep learning curve in robotic surgery training, VCT offers interactive learning and can increase training effectiveness and accessibility.

Practices and Challenges in a Flipped EFL Writing Classroom


 
 
 Despite the widespread use of flipped teaching across educational disciplines, there is limited understanding on its use in the teaching and learning of English as a second language (ESL) writing in intensive English (IE) programmes for pre-university students. Such programmes face at least three constraints: the students’ low English proficiency, the shortage of time to bridge the English gap, and the necessity for academic English. This paper aims to explore practices and challenges of a flipped EFL writing classroom. In total, 38 students were given flipped writing classroom training. The participants watched video lectures on academic writing designed for the purpose of this study before the class, and then participated in interactive in-class learning activities. The study results revealed that the students performed the writing tasks significantly better in the post-test. The interviews with students showed that students favoured the greater time preparation, the immediate feedback, the increased opportunity to practise and interact, as well as the higher level of motivation and self-efficacy.
 
 

Interprofessional Training for Discharge Planning: Effects of Self-Efficacy in Nursing and Medical Students

Interprofessional Training for Discharge Planning: Effects of Self-Efficacy in Nursing and Medical Students Abstract. Concordant and methodical briefing about a patient's disposition for discharge from hospital within the interprofessional ward round can facilitate a timely discharge. However, interprofessional ward rounds require not only professional skills but also knowledge of interprofessional cooperation between all the occupational groups involved. The question arose whether students of the various professions could learn the necessary competencies during their studies. To this end, a training course on interprofessional discharge planning was developed for nursing and medical students. The training includes four phases consisting of flipped classroom and interprofessional skills training. After each phase, a questionnaire was distributed to assess the self-efficacy of participating nursing and medical students regarding their interprofessional collaboration skills. The results showed that self-efficacy increased steadily with increasing study duration from phase 1 to 4. The study also shows that despite the differences between nursing and medical school curricula, students' self-efficacy regarding interprofessional collaboration skills increased during the IAVI training, which strongly suggests that they benefited from the training.

Measuring Nurses' and Physicians' Attitudes and Perceptions of the Appropriate Interventions towards Intimate Partner Violence in Saudi Arabia.

Background: Intimate partner violence (IPV) is considered the most common form of violence against women worldwide, concerning public health, safety, and human rights. However, little to no studies in Saudi Arabia have explored the attitude and perception of health care providers working in emergency departments toward IPV. This study aimed to measure the attitude and perception of Emergency Room (ER) health care providers towards the appropriate intervention for IPV. Methods: This is a cross-sectional quantitative study. Data was collected from a convenient sample of nurses (n = 88) and physicians (n = 18) working in ER, using Readiness to Manage Intimate Partner Violence Survey (PREMIS). Data was collected from two hospitals in Riyadh, Saudi Arabia, and descriptive analysis was used to analyze the data. Results: The majority of the respondents were aged 18–40 (n = 106, 78%), while 22% were 41–60 years old, 69% were female, and 31% were male. Eighty-five percent were nurses and 15% were physicians. The majority of the respondents did not have any training on IPV and had gained knowledge or skills mostly during their medical/nursing classroom and clinical training. The analysis revealed that the participants had moderate levels of overall preparedness, knowledge about IPV, and perceived knowledge, with a mean score of 2.30, 18.62, and 2.18, respectively. The respondents had low scores in practice issues in new diagnosis (0.91), current screening (1.69), and actions when IPV is identified (0.91). The perceived preparedness and knowledge have a significant positive correlation, as shown by an r value of 0.8476 and a p-value of <0.05. Conclusion: The study shows that participants stated minimal previous IPV knowledge and training. It is necessary to put in place adequate resources and specific training programs to overcome this issue for both ER nurses and physicians.

From engagement to competency: The pathway to making disability naïve frontline workers competent in the delivery of an evidence-based autism intervention in New Delhi, India.

BackgroundAs countries like India improve access to maternal and infant care, the health systems need to develop services that enable all children to thrive. A key demographic which needs to be supported are children with disabilities, such as autism. With an estimated prevalence of one percent, there are over five million young children who need services to support their needs. However, the paucity of specialist care makes access to interventions difficult. In this context a public health research not-for-profit is evaluating the effectiveness of the task-sharing approach to support the delivery of an evidenced social communication intervention for young children with autism. This paper describes the process of engaging and training the non-specialist frontline Accredited Social Health Activists (ASHAs), who are embedded within the Ministry of Health and Family Welfare under the Delhi State Health Mission, to deliver a complex intervention for autism to inform the future scalability of services for neurodevelopmental disorders.MethodsThe present study describes the process which included (i) engagement meetings, (ii) recruitment, (iii) training, (iv) internship, and (v) competency evaluation. The shortlisted ASHAs received a 7-day classroom training followed by an internship period with practice cases. Finally, competency assessments, comprising of a test of knowledge and skills through role-plays, was administered.ResultsTwenty three Primary Urban Health Centers across seven districts of Delhi were approached and 408 ASHAs were engaged in initial meetings. Telephonic screening with 127 ASHAs resulted in 72 ASHAs being selected for in-person interviews. Of the 45 ASHAs who attended, 33 were shortlisted for training and 18 completed it. Fifteen ASHAs entered the internship of which 7 ASHAs achieved competency.Discussion and conclusionThere was significant attrition along the pathway to having a competent non-specialist worker deliver a complex autism intervention. The lessons learnt from this process can inform the possibility of developing a cadre of disability specific frontline health workers who can deliver evidence-based interventions for neurodevelopmental disorders under supervision.

Evaluation of a Novel Cardiology Undergraduate Medical Education Curriculum.

IntroductionCardiology is a complex discipline that requires mastery of key principles and the ability to apply them in varied clinical scenarios, which may be challenging to teach in the traditional lecture-based format. The purpose of this educational intervention was to evaluate the effect of a flipped classroom model on knowledge base and attitudes towards high-yield cardiology concepts in third and fourth-year medical students at our institution.MethodsAn invitation to this optional course was sent to third and fourth-year medical students at the Icahn School of Medicine at Mount Sinai. Interested students were sent a document providing optional pre-course self-directed educational materials designed to take one hour to review. The materials included videos, graphics, and short sections of articles related to heart failure (HF), acute coronary syndrome (ACS), and tachyarrhythmias (TA). Students were then scheduled for a thirty-minute small-group session with a clinician, during which they reviewed the diagnosis and management of HF, ACS, and TA on an online video conference platform. Anonymous pre- and post-course assessments to measure knowledge and confidence were collected.ResultsTwenty-one students completed the pre-course assessment, and 19 students completed the post-course assessment. Seventy-nine percent of the students reported completion of at least half of the self-directed pre-work. The average score on the knowledge assessment rose from 42% to 71% after the course (p<0.001). After the course, 18 (95%) felt comfortable contributing to the management of a case of HF, 16 (84%) a case of ACS, and 13 (68%) a case of TA.ConclusionKnowledge assessment scores and learner self-confidence with the management of HF, ACS, and TA rose significantly after undergraduate medical education students completed this flipped classroom training. This exploratory study showed that the flipped classroom model with small group sessions can be a well-received model for medical student cardiology education among a self-motivated group of learners, though further analysis with a larger learner cohort is needed.

A Teaching Model to Raise Awareness of Sustainability Using Geoinformation

The increase in geoinformation and its integrated use in cloud-based geographic information systems, or Web GIS, facilitates visualization of data and helps to improve our understanding of socio-economic factors as well as the natural landscape. Effective application of these tools in the classroom requires a change in teachers’ pedagogies. Thus, a review of existing pedagogies and a brief questionnaire given to teachers with lots of experience of using Web GIS, was carried out in order to identify how they were integrating online interactive maps into their teaching to make learning more effective. The results led to the development of a series of learning scenarios, or vignettes. These all use the visualization provided by online maps, to encourage more critical and reasoned learning. They also contribute to educating for sustainability, as they highlight trends and interrelationships that are intended to promote transformative action, beyond the theoretical knowledge and application of the Sustainable Development Goals. Direct observation in teacher training classrooms and detailed discussion over each result obtained has validated a teaching model. To support the use of these materials and the application of the model, a training course has been designed for teachers who are new to the profession or those who are interested in integrating these tools into their teaching. To date, trainee teachers who have been introduced to the model have expressed their satisfaction with this new way of working in secondary classrooms.

Effects of board game play on nursing students’ medication knowledge: A randomized controlled trial

AimThis study aimed to examine the effectiveness of an educational board game in improving nursing students’ medication knowledge. BackgroundMaintaining patient safety is a core practice for nurses. Medication management is a central principle of patient safety. Nurses acquire pharmacology knowledge and medication safety skills in the classroom training. Thus, solidifying and strengthening nursing students’ medication knowledge are crucial tasks for nursing faculty members. In recent years, board games, which offer both entertainment and competitive play, have been employed to educate students in a variety of disciplines and settings. Through board game play, students can learn in an enjoyable and fun atmosphere. DesignA randomized controlled trial design. MethodsA convenience sample of 69 nursing students was obtained from a university in Taiwan. Participants were randomly assigned either to an experimental (board game) group (n = 35) or a comparison group (n = 34) using block randomization. The experimental group engaged in board game play to learn about medications, whereas the comparison group attended a one-hour didactic lecture. Using questionnaires, data were collected before the intervention, immediately post intervention and one month post intervention. ResultsFollowing the intervention, regardless of the learning method, both groups showed significant improvements in their immediate recall of medication information. However, when retested after one month, the experimental group obtained significantly higher scores than the comparison group. Moreover, students in the experimental group reported more satisfaction with the learning method than those in the comparison group. ConclusionsThe study results suggest that learning through board games could enhance nursing students’ retention of knowledge. Students reported favorable reactions to using a board game learning method for increasing knowledge of medication. With respect to this finding, faculty members may consider employing board games as teaching tools in nursing and other health science courses. Moreover, the findings of this study can also provide additional information for nursing managers in hospital wards or long-term care facilities where nurses are trained to familiarize themselves with frequently administered medications. Tweetable abstractBoard game play can enhance nursing students’ retention of knowledge; students reported positive reactions to game-based learning for medication training.

Formation of valeological competence in conditions of classroom and distance learning

Formulation of the problem. The article considers the problem of valeological (health saving) competence formation in non-medical students. Health saving competencies are based on a healthy lifestyle, safe behavior practices and the ability to provide emergency pre-hospital care to victims in critical situations. The formation of valeological competence in non-medical takes place during the study of valeological disciplines (including "Fundamentals of Medical Knowledge", "Health Pedagogy" and others) in higher education institutions (HEI). Since the spring of 2019, the teaching of these disciplines is forced to take place in distance form. The purpose of the article. To compare the formation of valeological competence in students of the same educational level who were trained in a standardized valeological program in conditions of classroom and distance learning. Research methods. The study used methods: qualimetric and expert assessments – to form a factor-criterion model of valeological competence, pedagogical experiment and mathematical statistics – to calculate and compare the results of the formation of valeological competence, randomization – to form comparison groups. The main results of the study. It is established that valeological competence and the vast majority of its components (13/14) are better formed during classroom training. Thus, a high level of competence (75–100%) was reached by 14.4% of students who studied in the classroom form (offline), and only 10.1% of students who studied in the distance form (online). Possible reasons for this difference are the need to conduct classroom classes (trainings, role-playing games, emergency training) and higher initial level of knowledge of human anatomy and physiology in students who have undergone classroom training. Conclusions. It is concluded that it is necessary to return to classroom learning after the end of the COVID-19 pandemic in the world and the war in Ukraine for more successful formation of valeological competence in non-medical students.

Research on the Effectiveness of English Teachers' Classroom Questioning in Secondary School

Classroom questioning is an important tool for developing students' communicative competence. How to ask questions effectively is the key point for teachers to improve classroom teaching efficiency and carry out effective teaching. In order to address the current situation, the author takes a 12th junior high school English classroom observation and training class as an example and uses classroom video observation to focus on the effectiveness of teachers' questions. The research found that the junior high school English listening and speaking class had the problems of single questioning subject and shallow reference questions. This paper proposes the following improvement strategies: firstly, give full play to students' subjectivity and encourage them to ask questions independently; secondly, clarify the purpose of questions, design questions carefully, and pay attention to the hierarchy and progressiveness of questions.

Homophily Effect in Trauma-Informed Classroom Training for School Personnel.

A national shortage of youth mental health professionals necessitates training others (e.g., school staff) to help youth with behavioral and mental health issues. Professional training in trauma-informed classroom (TIC) practices could increase school staff’s awareness of adverse childhood experiences (ACEs). The purpose was to determine the effect of homophily on participants’ perceptions or knowledge of TIC training. Mental Health America of Greater Houston (MHAGH) offered TIC training from 2019 to 2020 to Texas educators (N ≈ 29,900) from nine school districts that experienced significant natural and human-made traumatic events. Proportional stratified random samples were selected based on trainer type (experts vs. peer trainers). Perception was measured with close-ended items on five-point scales. Knowledge was measured with content-specific questions. Independent t-tests and two-way ANOVA revealed no significant interaction effects (i.e., trainer and test type) and no differences existed in perception or knowledge by trainer type. TIC training can be equally effective when delivered by homophilous peers (i.e., school staff) and heterophilous experts (i.e., mental health experts). COVID-19 worsened the effects of ACEs and youth mental health issues. High-quality training will increase school staff’s use of TIC practices. MHAGH’s train-the-trainer model helps educators supporting youth affected by ACEs and other life stressors.

Setting Common Standards for Reproductive Psychiatry Education: Effectiveness of the National Curriculum in Reproductive Psychiatry.

The National Curriculum in Reproductive Psychiatry (NCRP) provides standardized education for psychiatry residency training programs. The authors hypothesized that residents' preparedness to treat reproductive psychiatric concerns and their medical knowledge would improve following teaching with the NCRP. Pre- and post-assessments were administered to residents enrolled in two waves of pilot NCRP training (Early-Modules and All-Modules). Data were collected by individual survey, and pre- and post-responses matched via anonymous ID. Statistical analyses were conducted using R version 3.5.3 and included paired Student's t-tests and a chi-square test. Thirty-eight residents completed the Early-Modules survey and 16 the All-Modules survey. In both groups, there was significant improvement in preparedness to treat pregnant and postpartum women with mental illness (p<0.05). Scores on the 29-point knowledge test rose by 2.5 points in the Early-Modules group and 4.3 points in the All-Modules group (p<0.001 for both). In both cohorts, a majority of residents felt reproductive psychiatry was among the top three specialties needed to become competent independent adult psychiatrists. Classroom training with local faculty using a standardized curriculum is feasible and results in substantial and significant improvements in both feelings of preparedness and medical knowledge. Psychiatry trainees view training in reproductive psychiatry as an important and missing aspect of their education. Dissemination of a standardized curriculum may help to forge a path toward subspecialty certification for reproductive psychiatry, and can be used as a model for other specialties.

Piano Information Teaching Mode Based on Deep Learning Algorithm

In order to improve the effect of piano information teaching, a piano information teaching mode based on deep learning algorithm is proposed. The teaching objectives are divided into three levels: classroom teaching objectives, curriculum objectives, and education and training objectives. A piano information classroom integrating cloud application platform, teaching platform, resource platform, learning space, and interactive classroom is built. The previous teaching mode is optimized to build an innovative teaching mode of piano information classroom. The evaluation index system of piano informatization classroom teaching quality is constructed, and the hierarchical structure model of each evaluation index is established by using the analytic hierarchy process. The hierarchical analysis method is used to establish a hierarchical structure model of each evaluation index. The judgment matrix is determined by the nine-digit scale method. After the consistency verification of the judgment matrix, the weight of the quality evaluation of piano information classroom teaching is calculated. The new mode optimizes the weight and threshold of BP neural network in deep learning algorithm by genetic algorithm (GA). The weight of each classroom teaching quality evaluation index is input into the GA-BP neural network, and the network output result is the piano information classroom teaching quality evaluation score. The test results show that the optimal number of hidden layer nodes for the BP neural network is 7, when the GA-BP neural network iterations are 95. This method can evaluate the quality of piano information classroom teaching, with high evaluation accuracy and strong practical application.

INSTRUCTIONAL COMPETENCIES OF NON-SPECIALIZED PHYSICAL EDUCATION TEACHERS IN TEACHING PERFORMING ARTS IN STA. CRUZ DISTRICT, LAGUNA

This study determined the instructional competencies of the non-specialized Physical Education teachers in teaching Performing Arts in Sta. Cruz District, Laguna. Specifically, the study sought answers to the following questions: What is the demographic profile of the non-specialized teachers in terms of age, gender, educational attainment, years in service, and specialization? What are the pedagogical skills of the non-specialized teachers in terms of time management, academic advice and mentoring, appraisal focused; emotional-focused; occupation- focused? What is the level of competency of the non-specialized teachers in teaching Performing Arts in terms of classroom management, coaching, and training, teaching strategies? Is there a significant relationship between the demographic profile on the instructional competency of non-specialized Physical Education teachers in teaching Performing Arts? Is there a significant relationship between the pedagogical skills on the instructional competency of non-specialized Physical Education teachers in teaching Performing Arts? The descriptive method was utilized in this study since it yields valid and reliable results for a manageable number of respondents and can be accomplished with limited resources. The research also used the survey questionnaire to obtain data from the selected respondents. The process of descriptive survey research went beyond mere gathering and tabulation of data. It involved an element of interpretation of the meaning or significance of the result since the investigation is concerned with determining the instructional competencies among non-specialized Physical Education teachers in teaching Performing Arts in selected public junior high schools in Santa Cruz, Laguna. The majority of the respondents belong to the age bracket of 31-35. It could be noted that out of fifty (50) respondents, 44% were males, and 56% were females. Half of the respondents, or 50%, were 6 to 10 years in teaching, and all of them were non-specialized teachers of Physical Education. The study revealed that the pedagogical skills in terms of time management, academic advice and mentoring, appraisal focused, emotion-focused, and occupation focused were frequently performed actively and intelligently by the non-specialized teachers in Physical Education. In terms of the instructional competencies of non-specialized Physical Education teachers in Sta. Cruz District in Laguna, as classroom managers/advisers, coaches and trainers, and handlers of the ancillary task, the result from the data gathered revealed that most of these were very frequently performed by the teachers.

Optimization of Modern Style Marketing in the Era of Disruptive Technology at SME’s Batik New Normal Bogor

The purpose of this paper is to provide insight and understanding to the residents of Tegal Village, Kemang District, Bogor Regency, Indonesia, a good marketing pattern in marketing the products of the new normal Bogor batik village which is being developed. Furthermore, to optimize the implementation of marketing and digital marketing strategies by using the mineral style with the latest platforms. So that the ability of the marketing strategy of the new normal batik village business group can be boosted massively. The method used in this activity is classroom training to provide an initial understanding of theories and concepts, then practiced using participant gadgets in creating promotional digital accounts for each participant group representative. This program has clearly demonstrated an increase in the ability of the trainees to understand and apply their skills using current millennial-style marketing patterns. The target of the marketing strategy later, in addition to starting to try the application of digital marketing strategies, the participant group is taught to also continue to expand the market by using conventional strategies by involving related parties. In this case, the local government can be used as a target market for selling new normal batik products produced by the residents of Tegal Village in the future. The use of modern and millennial marketing styles, plus conventional market penetration, is expected to increase the ability of training participants, so that in due course of the new normal batik production process, these modern marketing patterns can boost sales and open wider market potential.

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

ObjectiveIn medical education, biochemistry topics are usually knowledge based, and students often are unaware of their clinical relevance. To improve students’ awareness of the relevance, we integrated communication skills training...

Switching to flipped classrooms – one and the same training challenged by practitioners and students

ABSTRACT By inverting the knowledge transfer process, flipped classroom trainings promise a richer learning experience and, ultimately, an enhanced learning process. The objective of this article is to present design guidelines that help lecturers make their flipped classroom trainings more user-centric. We take an accounting information system (AIS)-related lecture at a university as our case example and consider two types of learners for the same training, that is practitioners and students. Significant differences emerged. For example, practitioners cherished self-contained learning at their own pace, whereas most of the students asked for a motivated lecturer to give direction. Our results are clustered threefold: (1) User perception – getting the method right is as important as the content; (2) Lecturer – developing soft skills beyond mere knowledge transfer; (3) Technology – setting the scene properly when switching to flipped classroom trainings.