Flipped classroom for academic and career advising: an innovative technique for medical student advising
Laughlin, Brady S.
Smith, Kathy W.
Siwik, Violet P.
Adamas-Rappaport, William J.
Fantry, George T.
AffiliationUniv Arizona, Coll Med, Dept Emergency Med
Univ Arizona, Coll Med
Univ Arizona, Coll Med, Dept Psychiat
Univ Arizona, Coll Med, Dept Family & Community Med
Univ Arizona, Coll Med, Dept Surg
Univ Arizona, Coll Med, Dept Med
MetadataShow full item record
PublisherDOVE MEDICAL PRESS LTD
CitationAmini, R., Laughlin, B. S., Smith, K. W., Siwik, V. P., Adamas-Rappaport, W. J., & Fantry, G. T. (2018). “Flipped classroom” for academic and career advising: an innovative technique for medical student advising. Advances in medical education and practice, 9, 371.
Rights© 2018 Amini et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at firstname.lastname@example.org.
AbstractIntroduction: Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a "flipped classroom" style advising session. Methods: We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session. Results: Ninety-four percent (95% CI, 88%-100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session. Conclusion: Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution.
NoteOpen access journal.
UA Open Access Publishing Fund.
VersionFinal published version
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THE EFFECTS OF TWO COURSES, ASSESSMENT AND ADVISEMENT AND CAREER EXPLORATION ON ACADEMIC ORIENTATION, ACADEMIC MOTIVATION, AND LOCUS OF CONTROL IN COMMUNITY COLLEGE STUDENTSMitchell, Charlie Raymond (The University of Arizona., 1980)The purpose of this study was to measure the effects of two courses, Assessment and Advisement for Student Development and Career Exploration, on the academic orientation, academic motivation, and perceived locus of control on community college students. The study explored the correlation between internal locus of control and intrinsic motivation and between academic orientation and intrinsic motivation. Finally, the study tested the difference in academic orientation scores for those students who had and those who had not selected a college major but all of whom had completed the course Assessment and Advisement for Student Development. These two individualized, self-paced courses are taught for credit at Mesa Community College. The experimental hypotheses were focused around the following research problems. The first question was "Does completion of an individualized study guide in Assessment and Advisement for Student Development affect students' academic orientation, perceived locus of control, or their academic motivation?" The second research question asked, "Does completion of an individualized study guide in career exploration affect students' academic orientation, perceived locus of control, or their academic motivation?" The third question was "Does completion of the course Assessment and Advisement for Student Development have more effect on academic orientation, perceived locus of control, or academic motivation than completion of the course Career Exploration?" The fourth research question was "What relationships exist between the Academic Orientation scale of the Strong-Campbell Interest Inventory and the Intrinsic Motivation Scale of the Merritt College Motivation Inventory?" The fifth research question asked, "What relationships exist between the Intrinsic Motivation scale of the Merritt Collge Motivation Inventory and the Rotter Locus of Control Scale?" The sixth research question asked, "Is there a difference in academic orientation scores measured by the Strong-Campbell Interest inventory for students who have and have not selected a college major and have completed the course Assessment and Advisement for Student Development?" The research designs used included a pretest posttest control group design for questions one, two, and three. A posttest only control group design was used for question six. A correlational study was done with questions four and five using pretest scores. The experimental condition was made up of eighty-four new student volunteers randomly assigned to two experimental groups and a control group. One group participated in the course Assessment and Advisement for Student Development, the second group participated in the course Career Exploration, and group three was the control group. The instruments used to measure the dependent variables were: The Merritt College Motivation Inventory, the Strong-Campbell Interest Inventory, and the Rotter Locus of Control Scale. The results of a t test for non-independent means revealed that Assessment and Advisement for Student Development did not significantly affect academic orientation scores but did increase intrinsic motivation and internal locus of control and decreased goal deficiency. Results of a t test for non-independent means revealed that Career Exploration significantly increased academic orientation, intrinsic motivation, self-enhancement, and internal locus of control. A t test for dependent means indicated that there was not a statistically significant difference in the effects of the two treatment groups. A Pearson Product-moment Correlation Coefficient was computed and an r test of significance was used to determine that there was a significant linear relationship between intrinsic motivation and academic orientation and between intrinsic motivation and internal locus of control.
Parameter Advising for Multiple Sequence AlignmentKececioglu, John; DeBlasio, Daniel Frank; Sanderson, Michael; Kobourov, Stephen; Efrat, Alon; Kececioglu, John (The University of Arizona., 2016)The problem of aligning multiple protein sequences is essential to many biological analyses, but most standard formulations of the problem are NP-complete. Due to both the difficulty of the problem and its practical importance, there are many heuristic multiple sequence aligners that a researcher has at their disposal. A basic issue that frequently arises is that each of these alignment tools has a multitude of parameters that must be set, and which greatly affect the quality of the alignment produced. Most users rely on the default parameter setting that comes with the aligner, which is optimal on average, but can produce a low-quality alignment for the given inputs. This dissertation develops an approach called parameter advising to find a parameter setting that produces a high-quality alignment for each given input. A parameter advisor aligns the input sequences for each choice in a collection of parameter settings, and then selects the best alignment from the resulting alignments produced. A parameter advisor has two major components: (i) an advisor set of parameter choices that are given to the aligner, and (ii) an accuracy estimator that is used to rank alignments produced by the aligner. Alignment accuracy is measured with respect to a known reference alignment, in practice a reference alignment is not available, and we can only estimate accuracy. We develop a new accuracy estimator that we call called Facet (short for "feature-based accuracy estimator") that computes an accuracy estimate as a linear combination of efficiently-computable feature functions, whose coefficients are learned by solving a large scale linear programming problem. We also develop an efficient approximation algorithm for finding an advisor set of a given cardinality for a fixed estimator, whose cardinality should ideally small, as the aligner is invoked for each parameter choice in the set. Using Facet for parameter advising boosts advising accuracy by almost 20% beyond using a single default parameter choice for the hardest-to-align benchmarks. This dissertation further applies parameter advising in two ways: (i) to ensemble alignment, which uses the advising process on a collection of aligners to choose both the aligner and its parameter settings, and (ii) to adaptive local realignment, which can align different regions of the input sequences with distinct parameter choices to conform to mutation rates as they vary across the lengths of the sequences.