ArticlePakistan journal of medical sciences
Teaching "Shock Pathophysiology" by Flipped Classroom.
Article in Pakistan journal of medical sciences. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The trial behind it
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Who cites it
4 citing papers in PubMed.
- The Use of Puzzles as a Teaching Technique in Nursing Education: A Randomized Controlled Study.Journal of evaluation in clinical practice · 2025Trial
- The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.Campbell systematic reviews · 2023Review
- Teaching "Shock Pathophysiology" by Flipped Classroom: Views and Perspectives.Journal of medical education and curricular developmentArticle
- An innovation in Flipped Class Room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic.Pakistan journal of medical sciencesArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo assess usefulness of flipped style of teaching conducted as small-group format in Cardiovascular and Respiration module for Year-I undergraduate medical students at Aga Khan University.
methodsThe study was planned and conducted over a period of eight months from March to October 2017 including the time taken for planning, mock run, execution followed by analysis and dissemination. It was carried out at the Aga Khan University Medical College, Karachi. Pre and post test scores of students after flipped class room sessions was compared. Moreover, perception of students was assessed on Likert scale (0-4) by a pretested validated questionnaire.
resultsThe mean pre-test scores of the students was 4.86 ± 0.91 which improved to 6.09 ± 0.81 (p = 0.021) after attending the flipped class session. Students approved that the frame work helped to promote their learning motivation and engagement with improvement in understanding of the course materials and enhancement of learning during Face to Face activity.
conclusionsThe flipped classroom approach showed promise in teaching and learning of 'Pathophysiology of Shock' by clinical scenarios in small group discussions. Implementation of flipped class room activity on a wider scale however needs careful selection of course objectives and logistics.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.