scholarly journals Approach to Geriatric Emergency Medicine: A Flipped Classroom Group Learning Exercise for Undergraduate Medical Trainees

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Thom Ringer ◽  
Tiahna Warkentin ◽  
Vikas Patel ◽  
Don Melady
Keyword(s):  
Emergency Medicine ◽  
Flipped Classroom ◽  
Group Learning ◽  
Medical Trainees ◽  
Geriatric Emergency Medicine

Geriatric Emergency Medicine

2013 ◽  
Author(s):  
Joseph H. Kahn ◽  
Jonathan S. Olshaker
Keyword(s):  
Emergency Medicine ◽  
Geriatric Emergency Medicine

scholarly journals 111DEVELOPING A EUROPEAN GERIATRIC EMERGENCY MEDICINE CURRICULUM

2017 ◽  
Vol 46 (suppl_1) ◽  
pp. i28-i30
Author(s):  
S Turpin ◽  
S Conroy
Keyword(s):  
Emergency Medicine ◽  
Geriatric Emergency Medicine

scholarly journals The development of a European curriculum in Geriatric Emergency Medicine

2016 ◽  
Vol 7 (4) ◽  
pp. 315-321 ◽  
Author(s):  
S. Conroy ◽  
C.H. Nickel ◽  
A.B. Jónsdóttir ◽  
M. Fernandez ◽  
J. Banerjee ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Geriatric Emergency Medicine

REcognizing DElirium in geriatric Emergency Medicine: The REDEEM Risk Stratification Score

2021 ◽  
Author(s):  
Lucas Oliveira J. e Silva ◽  
Jessica Stanich ◽  
Molly M. Jeffery ◽  
Aidan Mullan ◽  
Susan Bower ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Risk Stratification ◽  
Geriatric Emergency Medicine ◽  
Risk Stratification Score

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
pp. 1818-1834
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Learning Model ◽  
Achievement Test ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

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