Flipped classroom for academic and career advising: an innovative technique for medical student advising
Final Published version
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 email@example.com.
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
Except where otherwise noted, this item's license is described as © 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.
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