[ { "key": "UBPCGDEJ", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/UBPCGDEJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/UBPCGDEJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Webb et al.", "parsedDate": "2014-07", "numChildren": 1 }, "data": { "key": "UBPCGDEJ", "version": 28, "itemType": "journalArticle", "title": "Teaching Point of Care Ultrasound Skills in Medical School: Keeping Radiology in the Driver's Seat", "creators": [ { "creatorType": "author", "firstName": "Emily M.", "lastName": "Webb" }, { "creatorType": "author", "firstName": "James B.", "lastName": "Cotton" }, { "creatorType": "author", "firstName": "Kevin", "lastName": "Kane" }, { "creatorType": "author", "firstName": "Christopher M.", "lastName": "Straus" }, { "creatorType": "author", "firstName": "Kimberly S.", "lastName": "Topp" }, { "creatorType": "author", "firstName": "David M.", "lastName": "Naeger" } ], "abstractNote": "Rationale and Objectives\nUltrasound is used increasingly in medical practice as a tool for focused bedside diagnosis and technical assistance during procedures. Widespread availability of small portable units has put this technology into the hands of many physicians and medical students who lack dedicated training, leaving the education and introduction of this key modality increasingly to physicians from other specialties. We developed a radiology-led program to teach ultrasound skills to preclinical medical students.\nMaterials and Methods\nTo develop this new ultrasound program we 1) established a program leader, 2) developed teaching materials, 3) created a hands-on interactive program, and 4) recruited the necessary instructors. The program was piloted with the first-year medical student class of 154 students. The introductory session was assessed by pre- and post-activity Likert scale–based surveys.\nResults\nOf 154 (68.8%) students, 106 completed a voluntary online survey before starting the program and 145 students (94.2%) completed a voluntary survey after the session. Students found the program educationally valuable (4.64 of 5) and reported that it improved their understanding of ultrasound imaging (4.7 of 5). Students' reported confidence in identifying abdominal organs, intra-abdominal fluid, and Morison pouch that was significantly higher on the postactivity survey compared to the presurvey (P < .001 for all).\nConclusions\nWe piloted a radiology-led program to teach ultrasound skills to preclinical medical students. Students found the experience enjoyable and educationally valuable.", "publicationTitle": "Academic Radiology", "publisher": "", "place": "", "date": "Julio 2014", "volume": "21", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "893-901", "series": "Education Issue", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Academic Radiology", "DOI": "10.1016/j.acra.2014.03.001", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S1076633214001007", "accessDate": "2015-05-05T11:40:47Z", "PMID": "", "PMCID": "", "ISSN": "1076-6332", "archive": "", "archiveLocation": "", "shortTitle": "Teaching Point of Care Ultrasound Skills in Medical School", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "00002", "tags": [ { "tag": "Medical student education", "type": 1 }, { "tag": "point of care ultrasound", "type": 1 }, { "tag": "preclinical curricula", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:40:47Z", "dateModified": "2015-06-16T17:20:45Z" } }, { "key": "SA5W27WV", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/SA5W27WV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/SA5W27WV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Herreid and Schiller", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "SA5W27WV", "version": 28, "itemType": "journalArticle", "title": "Case studies and the flipped classroom", "creators": [ { "creatorType": "author", "firstName": "Clyde Freeman", "lastName": "Herreid" }, { "creatorType": "author", "firstName": "Nancy A.", "lastName": "Schiller" } ], "abstractNote": "", "publicationTitle": "Journal of College Science Teaching", "publisher": "", "place": "", "date": "2013", "volume": "42", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "62–66", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://archive.aacu.org/pkal/regionalnetworks/documents/CRWG-SPEE-REF-01.pdf", "accessDate": "2015-05-05T11:37:22Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "00127", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:37:22Z", "dateModified": "2015-06-16T17:20:44Z" } }, { "key": "NKI36BUW", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/NKI36BUW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/NKI36BUW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Slavin et al.", "parsedDate": "2014-04", "numChildren": 0 }, "data": { "key": "NKI36BUW", "version": 28, "itemType": "journalArticle", "title": "Medical Student Mental Health 3.0: Improving Student Wellness Through Curricular Changes", "creators": [ { "creatorType": "author", "firstName": "Stuart J. MD", "lastName": "Slavin" }, { "creatorType": "author", "firstName": "Debra L.", "lastName": "Schindler" }, { "creatorType": "author", "firstName": "John T.", "lastName": "Chibnall" } ], "abstractNote": "Medical education can have significant negative effects on the well-being of medical students. To date, efforts to improve student mental health have focused largely on improving access to mental health providers, reducing the stigma and other barriers to mental health treatment, and implementing ancillary wellness programs. Still, new and innovative models that build on these efforts by directly addressing the root causes of stress that lie within the curriculum itself are needed to properly promote student wellness. In this article, the authors present a new paradigm for improving medical student mental health, by describing an integrated, multifaceted, preclinical curricular change program implemented through the Office of Curricular Affairs at the Saint Louis University School of Medicine starting in the 2009-2010 academic year. The authors found that significant but efficient changes to course content, contact hours, scheduling, grading, electives, learning communities, and required resilience/mindfulness experiences were associated with significantly lower levels of depression symptoms, anxiety symptoms, and stress, and significantly higher levels of community cohesion, in medical students who participated in the expanded wellness program compared with those who preceded its implementation. The authors discuss the utility and relevance of such curricular changes as an overlooked component of change models for improving medical student mental health., (C) 2014 by the Association of American Medical Colleges", "publicationTitle": "Academic Medicine", "publisher": "", "place": "", "date": "2014 April", "volume": "89", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "573-577", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1097/ACM.0000000000000166", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-2446", "archive": "", "archiveLocation": "", "shortTitle": "Medical Student Mental Health 3.0", "language": "English.", "libraryCatalog": "Your Journals@Ovid", "callNumber": "00001888-201404000-00019", "rights": "", "extra": "00010", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:42:21Z", "dateModified": "2015-06-16T17:20:43Z" } }, { "key": "JSAMG3EJ", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/JSAMG3EJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/JSAMG3EJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "parsedDate": "2014-05", "numChildren": 1 }, "data": { "key": "JSAMG3EJ", "version": 28, "itemType": "journalArticle", "title": "D-15 Thematic Poster - Exercise Science Education: Improving Student Outcomes. [Abstract]", "creators": [], "abstractNote": "", "publicationTitle": "Medicine & Science in Sports & Exercise", "publisher": "", "place": "", "date": "2014 May", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "435-437", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1249/01.mss.0000451185.90576.1a", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0195-9131", "archive": "", "archiveLocation": "", "shortTitle": "D-15 Thematic Poster - Exercise Science Education", "language": "English.", "libraryCatalog": "Your Journals@Ovid", "callNumber": "00005768-201405001-00094", "rights": "", "extra": "00000", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:42:21Z", "dateModified": "2015-06-16T17:20:42Z" } }, { "key": "JAJ9VGAR", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/JAJ9VGAR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/JAJ9VGAR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Stewart et al.", "parsedDate": "2013-11", "numChildren": 2 }, "data": { "key": "JAJ9VGAR", "version": 28, "itemType": "journalArticle", "title": "An analysis of student performance with podcasting and active learning in a pharmacotherapy module", "creators": [ { "creatorType": "author", "firstName": "David W.", "lastName": "Stewart" }, { "creatorType": "author", "firstName": "Peter C.", "lastName": "Panus" }, { "creatorType": "author", "firstName": "Nicholas E.", "lastName": "Hagemeier" } ], "abstractNote": "AbstractObjectives\nThe objective was to determine the effect of podcasting, with resultant increased in-class active learning time, on student performance.\nMethods\nIn an effort to increase in-class active learning time and improve understanding of the material in a third-year pharmacotherapy course, podcasts were developed to cover specific topics and were made available outside-of-class for students in 2010. Students in the same course in the year 2009 had received identical in-class didactic instruction for these topics. End-of-course exam scores were adjusted using analysis of covariance and compared using the t-test.\nResults\nThe class averages on the end-of-course exams were significantly higher at 77.5 ± 1.2 (n = 65) for the class of 2009 compared to 72.9 ± 1.5 (n = 71) for the class of 2010 (p = 0.019). This difference remained significant after adjusting the 2009 and 2010 classes for the covariates. The difference between the classes was further magnified when using the covariate of GPA, 78.3 ± 1.2 compared to 72.2 ± 1.1 (p < 0.001) for the classes of 2009 and 2010, respectively. Rank ordering resulted in a significant difference in the exam grade in the lower 50th percentile 73.2 ± 1.6 (n = 34, 2009 class) compared to 65.8 ± 1.9 (n = 34, 2010 class), p = 0.004. No significant differences were noted between the two classes for those students in the upper 50th percentile.\nConclusion\nIncreased in-class active learning time led to decreased examination scores for the lower 50th percentile of students in the 2010 cohort. One potential explanation is that students were not held accountable for completing the out-of-class preparatory exercises.", "publicationTitle": "Currents in Pharmacy Teaching and Learning", "publisher": "", "place": "", "date": "Noviembre 2013", "volume": "5", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "574-579", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Currents in Pharmacy Teaching and Learning", "DOI": "10.1016/j.cptl.2013.07.004", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S1877129713001159", "accessDate": "2015-05-05T11:40:47Z", "PMID": "", "PMCID": "", "ISSN": "1877-1297", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "00002", "tags": [ { "tag": "Pharmacy", "type": 1 }, { "tag": "Pharmacy education", "type": 1 }, { "tag": "Pharmacy students", "type": 1 }, { "tag": "Teaching", "type": 1 }, { "tag": "active learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:40:47Z", "dateModified": "2015-06-16T17:20:41Z" } }, { "key": "FDH4HEGZ", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/FDH4HEGZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/FDH4HEGZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Ghosh", "parsedDate": "2007-06-01", "numChildren": 1 }, "data": { "key": "FDH4HEGZ", "version": 28, "itemType": "journalArticle", "title": "Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: perceptions of students from a conventional medical curriculum", "creators": [ { "creatorType": "author", "firstName": "S.", "lastName": "Ghosh" } ], "abstractNote": "", "publicationTitle": "AJP: Advances in Physiology Education", "publisher": "", "place": "", "date": "2007-06-01", "volume": "31", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "193-197", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1152/advan.00040.2006", "citationKey": "", "url": "http://ajpadvan.physiology.org/cgi/doi/10.1152/advan.00040.2006", "accessDate": "2015-05-05T11:39:27Z", "PMID": "", "PMCID": "", "ISSN": "1043-4046, 1522-1229", "archive": "", "archiveLocation": "", "shortTitle": "Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "00050", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:39:27Z", "dateModified": "2015-06-16T17:20:40Z" } }, { "key": "F8UV8PZD", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/F8UV8PZD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/F8UV8PZD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Asarta and Schmidt", "numChildren": 2 }, "data": { "key": "F8UV8PZD", "version": 28, "itemType": "journalArticle", "title": "The Choice of Reduced Seat Time in a Blended Course", "creators": [ { "creatorType": "author", "firstName": "Carlos J.", "lastName": "Asarta" }, { "creatorType": "author", "firstName": "James R.", "lastName": "Schmidt" } ], "abstractNote": "Two instructional features are available to students in blended courses that are not present in traditional courses. First, online content is available with the intent that it substitutes for a portion of face-to-face lectures or other in-class types of material delivery. Second, in-class seat time in a blended course is reduced as compared to a traditional version of a course. In this study, we explore student choices of reduced seat time in a blended course that does not have a punitive attendance policy, uses online lectures rather than in-class lectures, and conducts alternative, but optional, in-class activities. After taking into account the skip rate that occurs in the traditional version of the course, we find an interval estimate of 49 to 63 percent for the mean reduction in seat time chosen by students in the blended version of the course. Also, using empirical models of attendance, we find that student use of online materials contributes in a positive way to class attendance.", "publicationTitle": "The Internet and Higher Education", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "The Internet and Higher Education", "DOI": "10.1016/j.iheduc.2015.04.006", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S109675161500024X", "accessDate": "2015-05-05T11:40:47Z", "PMID": "", "PMCID": "", "ISSN": "1096-7516", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "00000", "tags": [ { "tag": "Attendance", "type": 1 }, { "tag": "Blended course", "type": 1 }, { "tag": "Online materials", "type": 1 }, { "tag": "Seat time", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:40:47Z", "dateModified": "2015-06-16T17:20:39Z" } }, { "key": "DM7INGTT", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/DM7INGTT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/DM7INGTT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Costanzo et al.", "parsedDate": "2013-12", "numChildren": 1 }, "data": { "key": "DM7INGTT", "version": 28, "itemType": "journalArticle", "title": "Changing the Rhythm of Dysrhythmia Education Through Blended Learning", "creators": [ { "creatorType": "author", "firstName": "Amy J. MSN", "lastName": "Costanzo" }, { "creatorType": "author", "firstName": "Barbara MSN", "lastName": "Ehrhardt" }, { "creatorType": "author", "firstName": "Denise K.", "lastName": "Gormley" } ], "abstractNote": "A large urban academic medical center installed a telemetry system that increased patient monitoring hospital-wide, which required staff to learn basic electrocardiogram dysrhythmia interpretation. This article outlines the course development, implementation, and evaluation of this electrocardiogram dysrhythmia education., (C) 2013 by Lippincott Williams & Wilkins, Inc.", "publicationTitle": "Journal for Nurses in Professional Development", "publisher": "", "place": "", "date": "2013 November/December", "volume": "29", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "305-308", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1097/NND.0000000000000012", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2169-9798", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English.", "libraryCatalog": "Your Journals@Ovid", "callNumber": "01709760-201311000-00006", "rights": "", "extra": "00000", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:42:21Z", "dateModified": "2015-06-16T17:20:38Z" } }, { "key": "6EGQ5HS2", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/6EGQ5HS2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/6EGQ5HS2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Liu et al.", "parsedDate": "2015-02", "numChildren": 2 }, "data": { "key": "6EGQ5HS2", "version": 28, "itemType": "journalArticle", "title": "Obstetric anesthesia training: Facilitating teaching and learning", "creators": [ { "creatorType": "author", "firstName": "Christopher W.", "lastName": "Liu" }, { "creatorType": "author", "firstName": "Ban Leong", "lastName": "Sng" }, { "creatorType": "author", "firstName": "Ithnin", "lastName": "Farida" } ], "abstractNote": "Summary\nTill recently, the mainstay of graduate medical training was by didactic teaching, rote learning and apprenticeship. While these teaching methods are good for imparting knowledge, they are unfortunately insufficient for training technical skills, teamwork and complex decision making. In this review article, we explore the challenges currently faced by obstetric anesthesia educators and the educational trends in this field.", "publicationTitle": "Trends in Anaesthesia and Critical Care", "publisher": "", "place": "", "date": "Febrero 2015", "volume": "5", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "8-13", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Trends in Anaesthesia and Critical Care", "DOI": "10.1016/j.tacc.2014.11.004", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S2210844014200475", "accessDate": "2015-05-05T11:40:47Z", "PMID": "", "PMCID": "", "ISSN": "2210-8440", "archive": "", "archiveLocation": "", "shortTitle": "Obstetric anesthesia training", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "00001", "tags": [ { "tag": "Anesthesia", "type": 1 }, { "tag": "Education", "type": 1 }, { "tag": "Obstetric", "type": 1 }, { "tag": "Simulation training", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:40:47Z", "dateModified": "2015-06-16T17:20:37Z" } }, { "key": "35XAGPRF", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/35XAGPRF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/35XAGPRF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "Tainter et al.", "parsedDate": "2015-06", "numChildren": 2 }, "data": { "key": "35XAGPRF", "version": 28, "itemType": "journalArticle", "title": "Innovative strategies in critical care education", "creators": [ { "creatorType": "author", "firstName": "Christopher R.", "lastName": "Tainter" }, { "creatorType": "author", "firstName": "Nelson L.", "lastName": "Wong" }, { "creatorType": "author", "firstName": "Edward A.", "lastName": "Bittner" } ], "abstractNote": "The cadre of information pertinent to critical care medicine continues to expand at a tremendous pace, and we must adapt our strategies of medical education to keep up with the expansion. Differences in learners' characteristics can contribute to a mismatch with historical teaching strategies. Simulation is increasingly popular, but still far from universal. Emerging technology has the potential to improve our knowledge translation, but there is currently sparse literature describing these resources or their benefits and limitations. Directed strategies of assessment and feedback are often suboptimal. Even strategies of accreditation are evolving. This review attempts to summarize salient concepts, suggest resources, and highlight novel strategies to enhance practice and education in the challenging critical care environment.", "publicationTitle": "Journal of Critical Care", "publisher": "", "place": "", "date": "Junio 2015", "volume": "30", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "550-556", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Critical Care", "DOI": "10.1016/j.jcrc.2015.02.001", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0883944115000611", "accessDate": "2015-05-05T11:40:47Z", "PMID": "", "PMCID": "", "ISSN": "0883-9441", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "00000", "tags": [ { "tag": "Critical care", "type": 1 }, { "tag": "Education", "type": 1 }, { "tag": "Innovation", "type": 1 }, { "tag": "Intensive Care", "type": 1 }, { "tag": "MEDICAL education", "type": 1 }, { "tag": "Technology", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-05-05T11:40:47Z", "dateModified": "2015-06-16T17:20:36Z" } }, { "key": "2CVGAK8T", "version": 28, "library": { "type": "group", "id": 305237, "name": "Flipped", "links": { "alternate": { "href": "https://www.zotero.org/groups/flipped", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/305237/items/2CVGAK8T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/flipped/items/2CVGAK8T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 659230, "username": "ricardomd6", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricardomd6", "type": "text/html" } } }, "creatorSummary": "O'Flaherty and Laws", "parsedDate": "2014-11", "numChildren": 2 }, "data": { "key": "2CVGAK8T", "version": 28, "itemType": "journalArticle", "title": "Nursing student's evaluation of a virtual classroom experience in support of their learning Bioscience", "creators": [ { "creatorType": "author", "firstName": "Jacqueline A.", "lastName": "O'Flaherty" }, { "creatorType": "author", "firstName": "Thomas A.", "lastName": "Laws" } ], "abstractNote": "Face-to-face communication with students remains the gold standard in teaching; the effectiveness of this approach to learning is commonly and regularly assessed by students' evaluation of teaching and peer reviews of teaching. Critics note that increases in on-line education are driven more by economic forces than consistent evidence to show their long-term effectiveness or acceptance by students. Numerous studies report that students in higher education found their external studies comparatively more challenging than face-to-face delivery. Identifying how educators might best provide sufficient and effective personal support for students studying in the external mode continues to challenge educators. Opportunities do exist for blending on-line course work with synchronous interactions between students and their teachers but evaluations of these innovations rarely appear in the literature.\n\nIn this study, a web–based virtual classroom simulated the synchronous face-to-face discussions that occur between Bachelor of Nursing students and tutors. First year students enrolled externally in a biological science course interacted in a virtual classroom for 13 weeks completing an ‘evaluation of experience’ survey following their final assessment. 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