Flipped classroom in higher health education: a systematic review
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/22083 |
Resumo: | This study aims to identify the contributions of the inverted classroom in the teaching-learning process of health care teachers and students. This is a systematic review. The guiding question was "What are the contributions of the inverted classroom in health education?" then, a search was carried out in four electronic databases: the Latin American and Caribbean Literature on Health Sciences (LILACS), the Medical Literature Analysis and Retrieval System Online (MEDLINE/PubMed), the Nursing Database (BDENF), and the Scientific Electronic Library Online (SciElo). 77 studies were included. Most publications were related to the undergraduate level of education (n=57) followed by postgraduate education (specialization, residency, master's and doctorate) (n=20). With the use of an inverted room in the context of the medical area (n=55), dentistry (n=11), nursing (n=8), physiotherapy (n=1), pharmacy (n=2). The main contributions to higher education in health were the increase in learning outcomes and the ability to understand the subjects, prior preparation for classroom classes, the variability of technological and material resources, the possibility of carrying out interactive teaching activities. It was identified in the study that the use of the inverted classroom promotes autonomy, self-directed study and skills development through blended learning. Training aimed at teachers is necessary in order to encourage them to use the inverted classroom teaching and learning strategy. |
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Flipped classroom in higher health education: a systematic reviewEl aula invertida en la educación superior en salud: una revisión sistemáticaSala de aula invertida no ensino superior de saúde: uma revisão sistemáticaAprendizagemEnsinoEnsino superior.AprendizajeEnseñandoEnseñanza superior.LearningTeachingUniversity education.This study aims to identify the contributions of the inverted classroom in the teaching-learning process of health care teachers and students. This is a systematic review. The guiding question was "What are the contributions of the inverted classroom in health education?" then, a search was carried out in four electronic databases: the Latin American and Caribbean Literature on Health Sciences (LILACS), the Medical Literature Analysis and Retrieval System Online (MEDLINE/PubMed), the Nursing Database (BDENF), and the Scientific Electronic Library Online (SciElo). 77 studies were included. Most publications were related to the undergraduate level of education (n=57) followed by postgraduate education (specialization, residency, master's and doctorate) (n=20). With the use of an inverted room in the context of the medical area (n=55), dentistry (n=11), nursing (n=8), physiotherapy (n=1), pharmacy (n=2). The main contributions to higher education in health were the increase in learning outcomes and the ability to understand the subjects, prior preparation for classroom classes, the variability of technological and material resources, the possibility of carrying out interactive teaching activities. It was identified in the study that the use of the inverted classroom promotes autonomy, self-directed study and skills development through blended learning. Training aimed at teachers is necessary in order to encourage them to use the inverted classroom teaching and learning strategy.Este estudio tiene como objetivo identificar las contribuciones del aula invertida en el proceso de enseñanza-aprendizaje de docentes y estudiantes de salud. Ésta es una revisión sistemática. La pregunta orientadora fue "¿Cuáles son las contribuciones del aula invertida en la educación para la salud?" Luego, se realizó una búsqueda en cuatro bases de datos electrónicas: la Literatura Latinoamericana y del Caribe en Ciencias de la Salud (LILACS), el Sistema de Análisis y Recuperación de Literatura Médica en Línea (MEDLINE / PubMed), la Base de Datos de Enfermería (BDENF) y la Base de Datos Científica Electrónica. Biblioteca en línea (SciElo). Se incluyeron 77 estudios. La mayoría de las publicaciones se relacionaron con el nivel de educación de pregrado (n = 57) seguido de la educación de posgrado (especialización, residencia, maestría y doctorado) (n = 20). Con el uso de sala invertida en el contexto del área médica (n = 55), odontología (n = 11), enfermería (n = 8), fisioterapia (n = 1), farmacia (n = 2). Los principales aportes a la educación superior en salud fueron el aumento de los resultados de aprendizaje y la capacidad de comprensión de las asignaturas, la preparación previa a las clases presenciales, la variabilidad de los recursos tecnológicos y materiales, la posibilidad de realizar actividades didácticas interactivas. En el estudio se identificó que el uso del aula invertida promueve la autonomía, el estudio autodirigido y el desarrollo de habilidades a través del aprendizaje mixto. La formación dirigida a los profesores es necesaria para animarlos a utilizar la estrategia de enseñanza y aprendizaje del aula invertida.O presente estudo tem como objetivo identificar as contribuições da sala de aula invertida no processo de ensino-aprendizagem de professores e alunos da área da saúde. Trata-se de uma revisão sistemática. A questão norteadora foi “Quais as contribuições da sala de aula invertida na formação em saúde?” em seguida, realizou-se a busca em quatro bases eletrônicas: a Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), a Medical Literature Analysis and Retrieval System Online (MEDLINE/PubMed), a Banco de Dados de Enfermagem (BDENF), e a Scientific Electronic Library Online (SciElo). Foram incluídos 77 estudos. A maioria das publicações estavam relacionadas ao nível de ensino da graduação (n=57) seguido da pós graduação (especialização, residência, mestrado e doutorado) (n=20). Com utilização de sala invertida no contexto da área médica (n=55), de odontologia (n= 11), de enfermagem (n=8), de fisioterapia (n= 1), de farmácia (n=2). As principais contribuições com o ensino superior em saúde foram o aumento dos resultados de aprendizagem e da capacidade de compreensão dos assuntos, a preparação prévia para as aulas presenciais, a variabilidade de recursos tecnológicos e materiais, a possibilidade de realizar atividades didáticas interativas. Identificou-se no estudo, que a utilização da sala de aula invertida promove autonomia, estudo autodirigido e desenvolvimento de habilidades através da aprendizagem combinada. Faz-se necessário treinamentos voltados para os professores a fim de estimulá-los a utilizarem a estratégia de ensino e aprendizagem da sala de aula invertida.Research, Society and Development2021-11-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2208310.33448/rsd-v10i14.22083Research, Society and Development; Vol. 10 No. 14; e434101422083Research, Society and Development; Vol. 10 Núm. 14; e434101422083Research, Society and Development; v. 10 n. 14; e4341014220832525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/22083/19754Copyright (c) 2021 Ellen Lucena da Silva; Danielle Christine Moura dos Santos; Ana Carolina Bezerra de Lima; Sabrina Lima de Almeidahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Ellen Lucena daSantos, Danielle Christine Moura dosLima, Ana Carolina Bezerra deAlmeida, Sabrina Lima de 2021-12-04T11:48:39Zoai:ojs.pkp.sfu.ca:article/22083Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:41:20.871600Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Flipped classroom in higher health education: a systematic review El aula invertida en la educación superior en salud: una revisión sistemática Sala de aula invertida no ensino superior de saúde: uma revisão sistemática |
title |
Flipped classroom in higher health education: a systematic review |
spellingShingle |
Flipped classroom in higher health education: a systematic review Silva, Ellen Lucena da Aprendizagem Ensino Ensino superior. Aprendizaje Enseñando Enseñanza superior. Learning Teaching University education. |
title_short |
Flipped classroom in higher health education: a systematic review |
title_full |
Flipped classroom in higher health education: a systematic review |
title_fullStr |
Flipped classroom in higher health education: a systematic review |
title_full_unstemmed |
Flipped classroom in higher health education: a systematic review |
title_sort |
Flipped classroom in higher health education: a systematic review |
author |
Silva, Ellen Lucena da |
author_facet |
Silva, Ellen Lucena da Santos, Danielle Christine Moura dos Lima, Ana Carolina Bezerra de Almeida, Sabrina Lima de |
author_role |
author |
author2 |
Santos, Danielle Christine Moura dos Lima, Ana Carolina Bezerra de Almeida, Sabrina Lima de |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Silva, Ellen Lucena da Santos, Danielle Christine Moura dos Lima, Ana Carolina Bezerra de Almeida, Sabrina Lima de |
dc.subject.por.fl_str_mv |
Aprendizagem Ensino Ensino superior. Aprendizaje Enseñando Enseñanza superior. Learning Teaching University education. |
topic |
Aprendizagem Ensino Ensino superior. Aprendizaje Enseñando Enseñanza superior. Learning Teaching University education. |
description |
This study aims to identify the contributions of the inverted classroom in the teaching-learning process of health care teachers and students. This is a systematic review. The guiding question was "What are the contributions of the inverted classroom in health education?" then, a search was carried out in four electronic databases: the Latin American and Caribbean Literature on Health Sciences (LILACS), the Medical Literature Analysis and Retrieval System Online (MEDLINE/PubMed), the Nursing Database (BDENF), and the Scientific Electronic Library Online (SciElo). 77 studies were included. Most publications were related to the undergraduate level of education (n=57) followed by postgraduate education (specialization, residency, master's and doctorate) (n=20). With the use of an inverted room in the context of the medical area (n=55), dentistry (n=11), nursing (n=8), physiotherapy (n=1), pharmacy (n=2). The main contributions to higher education in health were the increase in learning outcomes and the ability to understand the subjects, prior preparation for classroom classes, the variability of technological and material resources, the possibility of carrying out interactive teaching activities. It was identified in the study that the use of the inverted classroom promotes autonomy, self-directed study and skills development through blended learning. Training aimed at teachers is necessary in order to encourage them to use the inverted classroom teaching and learning strategy. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/22083 10.33448/rsd-v10i14.22083 |
url |
https://rsdjournal.org/index.php/rsd/article/view/22083 |
identifier_str_mv |
10.33448/rsd-v10i14.22083 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/22083/19754 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 14; e434101422083 Research, Society and Development; Vol. 10 Núm. 14; e434101422083 Research, Society and Development; v. 10 n. 14; e434101422083 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052694405316608 |