A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities

The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination result...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of veterinary medical education 2021-08, Vol.48 (4), p.463-469
Hauptverfasser: Londgren, Molly Frendo, Baillie, Sarah, Roberts, Jennifer N., Sonea, Ioana M.
Format: Artikel
Sprache:eng
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 469
container_issue 4
container_start_page 463
container_title Journal of veterinary medical education
container_volume 48
creator Londgren, Molly Frendo
Baillie, Sarah
Roberts, Jennifer N.
Sonea, Ioana M.
description The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.
doi_str_mv 10.3138/jvme-2019-0137
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2411589561</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2411589561</sourcerecordid><originalsourceid>FETCH-LOGICAL-c312t-f578e5dcd15a110fc82c91d06d8d41c48e123463e4f9f22e0c098d52f554632f3</originalsourceid><addsrcrecordid>eNotkU1LAzEQhoMoWKtXzzl6cDWT7LbZo671AwoKWvC2pNlJm5rd1CQV-4f8ne6ipxmG530ZeAg5B3YlQMjrzVeLGWdQZgzE9ICMoMxFNuUgD8mITXOZCQ7vx-Qkxg1jTDCYjMjPDX3dhS_c0-TpLCa1dDauaVojnX0n7BL1ht47u91iQyunYgzet3QRkb4E68MQq5ztrFaOvn5Y5yKdq6UPKvmwp2-o9Np2K6q6ht5hwtDaro_6odr2kVvs0NgUL2m1Vs5ht8J-H-gXH6NdWmeTxXhKjoxyEc_-55gs7mdv1WM2f354qm7mmRbAU2aKqcSi0Q0UCoAZLbkuoWGTRjY56FwicJFPBOamNJwj06yUTcFNUfRXbsSYXPz1boP_3GFMdWujRudUh34Xa54DFLIsJtCjV3-oDv2nAU29DbZVYV8Dqwch9SCkHoTUgxDxCwGlgUw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2411589561</pqid></control><display><type>article</type><title>A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities</title><source>Alma/SFX Local Collection</source><creator>Londgren, Molly Frendo ; Baillie, Sarah ; Roberts, Jennifer N. ; Sonea, Ioana M.</creator><creatorcontrib>Londgren, Molly Frendo ; Baillie, Sarah ; Roberts, Jennifer N. ; Sonea, Ioana M.</creatorcontrib><description>The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.</description><identifier>ISSN: 0748-321X</identifier><identifier>EISSN: 1943-7218</identifier><identifier>DOI: 10.3138/jvme-2019-0137</identifier><language>eng</language><ispartof>Journal of veterinary medical education, 2021-08, Vol.48 (4), p.463-469</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c312t-f578e5dcd15a110fc82c91d06d8d41c48e123463e4f9f22e0c098d52f554632f3</citedby><cites>FETCH-LOGICAL-c312t-f578e5dcd15a110fc82c91d06d8d41c48e123463e4f9f22e0c098d52f554632f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids></links><search><creatorcontrib>Londgren, Molly Frendo</creatorcontrib><creatorcontrib>Baillie, Sarah</creatorcontrib><creatorcontrib>Roberts, Jennifer N.</creatorcontrib><creatorcontrib>Sonea, Ioana M.</creatorcontrib><title>A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities</title><title>Journal of veterinary medical education</title><description>The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.</description><issn>0748-321X</issn><issn>1943-7218</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNotkU1LAzEQhoMoWKtXzzl6cDWT7LbZo671AwoKWvC2pNlJm5rd1CQV-4f8ne6ipxmG530ZeAg5B3YlQMjrzVeLGWdQZgzE9ICMoMxFNuUgD8mITXOZCQ7vx-Qkxg1jTDCYjMjPDX3dhS_c0-TpLCa1dDauaVojnX0n7BL1ht47u91iQyunYgzet3QRkb4E68MQq5ztrFaOvn5Y5yKdq6UPKvmwp2-o9Np2K6q6ht5hwtDaro_6odr2kVvs0NgUL2m1Vs5ht8J-H-gXH6NdWmeTxXhKjoxyEc_-55gs7mdv1WM2f354qm7mmRbAU2aKqcSi0Q0UCoAZLbkuoWGTRjY56FwicJFPBOamNJwj06yUTcFNUfRXbsSYXPz1boP_3GFMdWujRudUh34Xa54DFLIsJtCjV3-oDv2nAU29DbZVYV8Dqwch9SCkHoTUgxDxCwGlgUw</recordid><startdate>20210801</startdate><enddate>20210801</enddate><creator>Londgren, Molly Frendo</creator><creator>Baillie, Sarah</creator><creator>Roberts, Jennifer N.</creator><creator>Sonea, Ioana M.</creator><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20210801</creationdate><title>A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities</title><author>Londgren, Molly Frendo ; Baillie, Sarah ; Roberts, Jennifer N. ; Sonea, Ioana M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c312t-f578e5dcd15a110fc82c91d06d8d41c48e123463e4f9f22e0c098d52f554632f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Londgren, Molly Frendo</creatorcontrib><creatorcontrib>Baillie, Sarah</creatorcontrib><creatorcontrib>Roberts, Jennifer N.</creatorcontrib><creatorcontrib>Sonea, Ioana M.</creatorcontrib><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of veterinary medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Londgren, Molly Frendo</au><au>Baillie, Sarah</au><au>Roberts, Jennifer N.</au><au>Sonea, Ioana M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities</atitle><jtitle>Journal of veterinary medical education</jtitle><date>2021-08-01</date><risdate>2021</risdate><volume>48</volume><issue>4</issue><spage>463</spage><epage>469</epage><pages>463-469</pages><issn>0748-321X</issn><eissn>1943-7218</eissn><abstract>The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.</abstract><doi>10.3138/jvme-2019-0137</doi><tpages>7</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 0748-321X
ispartof Journal of veterinary medical education, 2021-08, Vol.48 (4), p.463-469
issn 0748-321X
1943-7218
language eng
recordid cdi_proquest_miscellaneous_2411589561
source Alma/SFX Local Collection
title A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-23T12%3A40%3A19IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Survey%20to%20Establish%20the%20Extent%20of%20Flipped%20Classroom%20Use%20Prior%20to%20Clinical%20Skills%20Laboratory%20Teaching%20and%20Determine%20Potential%20Benefits,%20Challenges,%20and%20Possibilities&rft.jtitle=Journal%20of%20veterinary%20medical%20education&rft.au=Londgren,%20Molly%20Frendo&rft.date=2021-08-01&rft.volume=48&rft.issue=4&rft.spage=463&rft.epage=469&rft.pages=463-469&rft.issn=0748-321X&rft.eissn=1943-7218&rft_id=info:doi/10.3138/jvme-2019-0137&rft_dat=%3Cproquest_cross%3E2411589561%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2411589561&rft_id=info:pmid/&rfr_iscdi=true