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L C Enoch, R M Abraham & V S Singaram. (2023) Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning. Advances in Medical Education and Practice 14, pages 919-936.
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Jonathan Kajjimu, Heather Dreifuss, Andrew Tagg, Bradley Dreifuss & Felix Bongomin. (2023) Undergraduate Learning in the COVID-19 Pandemic: Lessons Learned and Ways Forward. Advances in Medical Education and Practice 14, pages 355-361.
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Ashley Paul, Doris Leung, Rachel Marie E Salas, Tiana E Cruz, Chadia Abras, Deanna Saylor, Veronique Gugliucciello, Jaqueline Nunn, Charlene E Gamaldo & Roy E Strowd. (2023) Comparative effectiveness study of flipped classroom versus online-only instruction of clinical reasoning for medical students. Medical Education Online 28:1.
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I-Chun Vera Hsiao, Shao-Ting Alan Hung & Heng-Tsung Danny Huang. (2023) The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ self-efficacy, study process, and learning performances. Journal of Research on Technology in Education 55:3, pages 507-526.
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Haoxi Deng. (2023) Rethinking the innovation, effectiveness and perceptions of flipped classroom (Repensar la innovación, la eficacia y las percepciones del aula invertida). Journal for the Study of Education and Development 46:2, pages 322-351.
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Benjamin Mayer, Anja Kuemmel, Marianne Meule & Rainer Muche. (2023) Introduction to Medical Statistics Software Using the Flipped Classroom: A Pilot Study. Journal of Statistics and Data Science Education 31:1, pages 74-79.
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Rouba Ballouk, Victoria Mansour, Bronwen Dalziel, Jenny McDonald & Iman Hegazi. (2022) Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review. Medical Education Online 27:1.
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Craig A. Wassinger, Beatrice Owens, Kara Boynewicz & Duane A. Williams. (2022) Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report. Physiotherapy Theory and Practice 38:13, pages 3169-3179.
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Renee M. Clark, Autar K. Kaw, Yingyan Lou & Andrew R. Scott. (2022) The flipped classroom during the remote period of COVID: student perceptions compared to pre-COVID times. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Jacob B Hammond, William W Sheaffer, Chad M Teven, Nabil Wasif, Nitin Mishra, Victor J Davila, William J Casey, Thomas M Polveroni, Leah W Moore & Anthony A Smith. (2021) Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics. Advances in Medical Education and Practice 12, pages 1033-1041.
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Kristin Wong, Vidhi Kapoor, Alan Tso, Mary OConnor, David Convissar, Neil Kothari & Christin Traba. (2021) Environments, processes, and outcomes - using the LEPO framework to examine medical student learning preferences with traditional and electronic resources. Medical Education Online 26:1.
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Douglas McHugh, Julie M. Hall, Katherine M. McLeod, Carl J. Kovelowski & Anthony M. Payne. (2020) Twelve tips for developing and implementing curriculum in dedicated ‘collaborative classrooms’. Medical Teacher 42:3, pages 266-271.
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Alessandra Lamas Granero Lucchetti, Oscarina da Silva Ezequiel, Isabella Noceli de Oliveira, Alexander Moreira-Almeida & Giancarlo Lucchetti. (2018) Using traditional or flipped classrooms to teach “Geriatrics and Gerontology”? Investigating the impact of active learning on medical students’ competences. Medical Teacher 40:12, pages 1248-1256.
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N. Gostelow, J. Barber, F. Gishen & A. Berlin. (2018) Flipping social determinants on its head: Medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health. Medical Teacher 40:7, pages 728-735.
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K. H. Vincent Lau, Pue Farooque, Gary Leydon, Michael L. Schwartz, R. Mark Sadler & Jeremy J. Moeller. (2018) Using learning analytics to evaluate a video-based lecture series. Medical Teacher 40:1, pages 91-98.
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Mohammed Salik Sait, Zohaib Siddiqui & Yasir Ashraf. (2017) Advances in medical education and practice: student perceptions of the flipped classroom. Advances in Medical Education and Practice 8, pages 317-320.
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Articles from other publishers (142)
Sinem COŞKUN & Müjgan GÜNGÖR. (2023) A Comperative Study of Use Of Artificial Intelligence in Oral Radiology Education. European Annals of Dental Sciences 50:1, pages 41-46.
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Hanadi Abdelgadir Ahmed Sourg, Shahenaz Satti, Nasereldin Ahmed & Adil Ballal Mohammed Ahmed. (2023) Impact of flipped classroom model in increasing the achievement for medical students. BMC Medical Education 23:1.
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Sinan KESKIN, Mustafa Serkan GUNBATAR & Hayati CAVUS. (2023) THE EFFECT OF KNOWLEDGE SHARING, ATTITUDE, AND SATISFACTION ON NOVICE UNIVERSITY STUDENTS’ ONLINE LEARNING ACHIEVEMENT. Turkish Online Journal of Distance Education 24:2, pages 93-107.
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R Gutiérrez-González, A Zamarron, A Royuela & G Rodriguez-Boto. (2023) Flipped classroom applied to Neurosurgery in undergraduate medical education. BMC Medical Education 23:1.
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Faheem Bhatti, Oliver Mowforth, Max Butler, Zainab Bhatti, Amir Rafati Fard, Isla Kuhn & Benjamin M Davies. (2023) Meeting the Shared Goals of a Student-Selected Component: Pilot Evaluation of a Collaborative Systematic Review. JMIR Medical Education 9, pages e39210.
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Emily Ka Lai Ng. (2023) Flipped versus traditional classroom and student achievement and cognitive engagement in an associate degree nursing fundamental course. Nurse Education in Practice 68, pages 103567.
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Jason F. Martin, Olivia R. Arnold, Andrea Linton, Jay D. Jones, Andrew C. Garrett, Damon W. Mango, Katie A. Juarez, Gene Gloeckner & Christianne Magee. (2022) How Virtual Animal Anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic. Anatomia, Histologia, Embryologia 52:1, pages 36-49.
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Phichamon Khanittanuphong, Khanin Iamthanaporn & Jongdee Bvonpanttarananon. (2022) The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic. BMC Medical Education 22:1.
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Yangsheng Li, Chengcheng Gao, Xiangwen Zhu, Jiying Zhu, Zhongxiang Ding & Zhijiang Han. (2022) Application of SPARK teaching in acute abdomen radiography teaching for undergraduate medical students. BMC Medical Education 22:1.
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Jitendra Kumar Singh PariharJaya Kaushik, Ankita Singh, Ashwini Kumar Singh Parihar & Pranjal Agarwal. (2022) REDEFINING MEDICAL EDUCATION IN INDIA: A PERSPECTIVE. GLOBAL JOURNAL FOR RESEARCH ANALYSIS, pages 25-30.
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Farah Yoosoof, Indika Liyanage, Ranjith de Silva & Savindra Samaraweera. (2022) Videos of demonstration versus text and image-based material for pre-skill conceptualisation in flipped newborn resuscitation training for medical students: a pilot study. BMC Medical Education 22:1.
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Vanessa Palomares, Arpan Patel, Ellen Wagner, Elisa McCarthy, William Adams & Matthew Fitz. (2022) The implementation of scribing within a medical school’s pre-clinical curriculum: pilot study. BMC Medical Education 22:1.
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Madison B. Bagley, Andrew G. Smith, David A. Morton & Candace J. Chow. (2022) “I really liked the chance to talk about it”: Students’ Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity. Medical Science Educator 32:6, pages 1503-1511.
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Rekha PrabhuGirish Prabhu. (2022) Flipped pedagogical approach in teaching skeletal muscle physiology for undergraduate medical students. Indian Journal of Physiology and Pharmacology 66, pages 211-217.
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Evan R. Zeldin, Stephen C. Charles, Dmitry Tumin, Luan Lawson, Clinton Faulk & John W. Norbury. (2022) Impact of a Hybrid-Virtual Teaching Model on the Physical Examination Skills of Fourth-Year Medical Students. American Journal of Physical Medicine & Rehabilitation 101:10, pages 960-964.
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T. Verse, J. M. Verse, J. E. Meyer, T. Grundmann, C. Külkens & B. Berger. (2022) Unterricht in der Hals-Nasen-Ohren-Heilkunde in Zeiten der COVID-19-Pandemie. Wie gut können digitale Formate die Präsenzlehre ersetzen?Teaching otorhinolaryngology in times of COVID-19: to what extent can digital formats replace face-to-face teaching?. HNO 70:9, pages 666-674.
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Manpreet Kaur, Soumen Manna, Himani Ahluwalia & Manasi Bhattacharjee. (2022) Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach. Cureus.
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Ahmed Elzainy & Abir El Sadik. (2022) The impact of flipped classroom: Evaluation of cognitive level and attitude of undergraduate medical students. Annals of Anatomy - Anatomischer Anzeiger 243, pages 151952.
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Emily L. Lu, Micah K. Harris, Thomas Z. Gao, Logan Good, Daniel P. Harris & David Renton. (2022) Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills. Medical Science Educator 32:5, pages 1015-1022.
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Ritu Lakhtakia, Farah Otaki, Laila Alsuwaidi & Nabil Zary. (2022) Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments. JMIR Medical Education 8:3, pages e35820.
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Matthew Z. Guo, Jawara Allen, Matthew Sakumoto, Amit Pahwa & Lekshmi Santhosh. (2022) Reimagining Undergraduate Medical Education in a Post-COVID-19 Landscape. Journal of General Internal Medicine 37:9, pages 2297-2301.
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Aaron M. Marshall & Zachary E. Conroy. (2022) Effective and Time-Efficient Implementation of a Flipped-Classroom in Preclinical Medical Education. Medical Science Educator 32:4, pages 811-817.
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Craig Mortimer & Ann Ooms. (2022) Students' experience and perceived value of a clinical simulation centre. Journal of Paramedic Practice 14:6, pages 250-258.
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Veronica Duckwitz, Lena Vogt, Claudia Hautzinger, Alexander Bartel, Jeelka Reinhardt, Sebastian Haase, Thomas Alter, Marcus Fulde, Mahtab Bahramsoltani & Marcus G. Doherr. (2022) Teaching Outbreak Investigations with an Interactive Blended Learning Approach. Journal of Veterinary Medical Education 49:3, pages 312-322.
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Erica Z. Shoemaker, Cory Johnson, Donald M. Hilty & Cha-Chi Fung. (2021) Flipping a Single Lecture in a Survey Course to Active Learning: Do the Benefits Justify the Costs?. Journal of Technology in Behavioral Science 7:2, pages 151-159.
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Siobhán O’Sullivan, Luciana Aparecida Campos & Ovidiu Constantin Baltatu. (2022) “Involve Me and I Learn”: Active Learning in a Hybrid Medical Biochemistry First Year Course on an American-Style MD Program in the UAE. Medical Science Educator 32:3, pages 703-709.
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Khandakar Kamrul Hasan, Sk Mamun Mostofa, Roslina Othman & Debarshi Mukherjee. (2022) Blended Learning During Pandemic Through Knowledge Management: An Analytical Study. Journal of Information & Knowledge Management 21:Supp01.
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Haitham Qutob. (2022) Effect of flipped classroom approach in the teaching of a hematology course. PLOS ONE 17:4, pages e0267096.
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Ming Ji, Ziqiang Luo, Dandan Feng, Yang Xiang & Jianping Xu. (2022) Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness. Frontiers in Public Health 10.
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Andrea Linton, Andrew C. Garrett, Kenneth R. IvieJr.Jr., Jay D. Jones, Jason F. Martin, Jeremy J. Delcambre & Christianne Magee. (2021) Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes. Anatomical Sciences Education 15:2, pages 330-340.
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Kirti Jajoo Shrivastava, Rajvi Nahar, Swapnil Parlani & Varsha J. Murthy. (2021) A cross‐sectional virtual survey to evaluate the outcome of online dental education system among undergraduate dental students across India amid COVID‐19 pandemic. European Journal of Dental Education 26:1, pages 123-130.
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Zoran Bukumiric, Aleksandra Ilic, Mirjana Pajcin, Dragana Srebro, Sasa Milicevic, Dragan Spaic, Nenad Markovic & Aleksandar Corac. (2022) Effects of problem-based learning modules within blended learning courses in medical statistics – A randomized controlled pilot study. PLOS ONE 17:1, pages e0263015.
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Jun Wen Tan, Kian Bee Ng & Sreenivasulu Reddy Mogali. (2022) An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study. JMIR Serious Games 10:1, pages e33282.
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Ankit Kaushik, Anamika Jaiswal, AK Singh & Ghazala Rizvi. (2022) Challenges to new undergraduate medical curriculum due to COVID-19 pandemic and possible solution in India. Medical Journal of Dr. D.Y. Patil Vidyapeeth 15:3, pages 319.
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Daniel Henick, Margarita Labkovich, Jake E. Radell, Nitin Chopra & Nisha Chadha. (2022) Medical Student Attitudes Toward the Use of Peer Physical Exam for Learning Fundoscopy. Journal of Academic Ophthalmology 14:01, pages e60-e69.
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Lucija Gosak, Gregor Štiglic, Leona Cilar Budler, Isa Brito Félix, Katja Braam, Nino Fijačko, Mara Pereira Guerreiro & Mateja Lorber. (2021) Digital Tools in Behavior Change Support Education in Health and Other Students: A Systematic Review. Healthcare 10:1, pages 1.
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Laysan Mukharyamova, Arina Ziganshina, Aleksandr Zhidjaevskij, Liana Galimova & Maksim Kuznetsov. (2021) Medical students in Russia evaluate the training during the COVID-19 pandemic: a student survey. BMC Medical Education 21:1.
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Yaxiang Song, Shu Wang, Yixian Liu, Xinying Liu & Ai Peng. (2021) Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study. BMC Medical Education 21:1.
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Fuye Yang, Wanbing Lin & Yan Wang. (2021) Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship. BMC Medical Education 21:1.
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Sophia M. Schmitz, Sandra Schipper, Martin Lemos, Patrick H. Alizai, Elda Kokott, Jonathan F. Brozat, Ulf P. Neumann & Tom F. Ulmer. (2021) Development of a tailor‐made surgical online learning platform, ensuring surgical education in times of the COVID19 pandemic. BMC Surgery 21:1.
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Julie Marin, Ségolène Brichler, Hervé Lecuyer, Etienne Carbonnelle & Mathilde Lescat. (2021)
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Simon George Morris, Harriet Greenstone & Rachel Chute. (2021) Keeping it human: Pandemic era psychiatry teaching. The Clinical Teacher 18:6, pages 641-649.
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Jessica R. Newman, Jennifer Fink, Lisa A. Clough & Shane Johnston. (2021) Internal Medicine Clerkship ID Curriculum Flip: Will They Prefer to Pre-learn?. Medical Science Educator 31:6, pages 1751-1755.
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Anindita Mahanta, L Sundareswaran, Krishnan S, Abhishek Sinha, Naveen P & Manasi Bhattacharjee. (2021) Sharing a Preliminary Experience of an Effective Online Teaching Strategy for Physiology Practicals. Cureus.
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Sabine Dettmer, Jörg Barkhausen, Erik Volmer, Hans-Joachim Mentzel, Sebastian Reinartz, Florian Voigt, Frank K. Wacker & Bettina Baeßler. (2021) White Paper: Radiology Curriculum for Undergraduate Medical Education in Germany and Integration into the NKLM 2.0. RöFo - Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren 193:11, pages 1294-1303.
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RC Chick, AM Adams, KM Peace, PM Kemp Bohan, IR Schwantes, GT Clifton, D Vicente, B Propper, T Newhook, EG Grubbs, BK Bednarski & TJ Vreeland. (2021) Using the Flipped Classroom Model in Surgical Education: Efficacy and Trainee Perception. Journal of Surgical Education 78:6, pages 1803-1807.
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David M. Mauro, Joshua A. Ellis, John F. LillyIIIIII, Gary L. Beck Dallaghan & Sheryl G. Jordan. (2021) Creating an Open-Access Educational Radiology Website for Medical Students: A Guide for Radiology Educators. Academic Radiology 28:11, pages 1631-1636.
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Amber R. Comer, James Salven & Alexia Torke. (2021) An Educational Video Improves Physician Knowledge of a Health Care Law that Affects Patient Care during Hospital Clinical Practice. Journal of Public Health Research 10:4, pages jphr.2021.1983.
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Joyce Tik Sze Li, Enoch E Nok Ng & Vivian Wing Yan Lee. (2021) Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong. Frontiers in Education 6.
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Anna M. Lama, Ann M. Murray, Jessica Frey, Brandon Neeley & James W. Lewis. (2021) Using a Mock Rounds Model and Neurology Patients to Teach Neurological Exam Skills in a Medical Neurobiology Course. Medical Science Educator 31:5, pages 1567-1573.
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Cecilia Latorre-Cosculluela, Cristina Suárez, Sonia Quiroga, Natalia Sobradiel-Sierra, Raquel Lozano-Blasco & Ana Rodríguez-Martínez. (2021) Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education 18:2, pages 189-204.
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Fabian Stoehr, Lukas Müller, Adrian Brady, Antoni Trilla, Aline Mähringer-Kunz, Felix Hahn, Christoph Düber, Nicole Becker, Marcus-Alexander Wörns, Julius Chapiro, Jan Bernd Hinrichs, Deniz Akata, Stephan Ellmann, Merel Huisman, David Koff, Sebastian Brinkmann, Fabian Bamberg, Oscar Zimmermann, Nikoleta I. Traikova, Jens U. Marquardt, D.-H. Chang, Fabian Rengier, Timo A. Auer, Tilman Emrich, Felix Muehler, Heinz Schmidberger, Bettina Baeßler, Daniel Pinto dos Santos & Roman Kloeckner. (2021) How COVID-19 kick-started online learning in medical education—The DigiMed study. PLOS ONE 16:9, pages e0257394.
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Guilherme Salgado Carrazoni, Karine Ramires Lima, Niege Alves & Pâmela Billig Mello-Carpes. (2021) Report on the online course “Basic Concepts in Neurophysiology”: a course promoted during the COVID-19 pandemic quarantine. Advances in Physiology Education 45:3, pages 594-598.
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Luis Carlos Domínguez, Oscar Carreño & Diego Sierra. (2021) Divide y vencerás: Efectos de dos intervenciones para el aprendizaje interactivo en grupos grandes de estudiantes sobre la percepción de la calidad del ambiente de aprendizaje. Educación Médica 22, pages 390-395.
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Oh Young Kwon. (2021) Flipped learning: an alternative pedagogical approach in the untact age. Journal of Exercise Rehabilitation 17:4, pages 222-225.
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Lauren Dyer, Luis Llerena, Michael Brannick, John R Lunde & Frank Whitaker. (2021) Advanced Trauma Life Support Course Delivery: Comparison of Outcomes From Modifications During Covid-19. Cureus.
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Samantha L. Tarras, Jock Thacker, David L. Bouwman & David A. Edelman. (2021) Effective Large Group Teaching for General Surgery. Surgical Clinics of North America 101:4, pages 565-576.
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Luis Carlos Domínguez, Claudia Marcela Mora & Jorge Alberto Restrepo. (2021) «Aprendiendo a aprender» en el Aula Invertida Extendida: una evaluación sobre los efectos de la enseñanza interactiva en el conocimiento y la regulación cognitiva de estudiantes de Medicina. Revista Colombiana de Psiquiatría.
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Sarah Baillie, Annelies Decloedt & Molly Frendo Londgren. (2021) Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory. Journal of Veterinary Medical Education, pages e20210043.
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J. L. Lauermann, M. Treder, R. L. Merté, A. Schloßbauer, J. C. Becker, B. Marschall, N. Eter & V. C. Brücher. (2020) „Flipped classroom“ – Ein Zukunftskonzept für die studentische Lehre in der Augenheilkunde?“Flipped classroom”—A future concept for student teaching in ophthalmology?. Der Ophthalmologe 118:7, pages 691-696.
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Abir El Sadik & Waleed Al Abdulmonem. (2020) Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning. Anatomical Sciences Education 14:4, pages 482-490.
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Hui Lin, Xiaoping Zeng, Jun Zhu, Zhenzhen Hu, Ying Ying, Yonghong Huang & Hongmei Wang. (2021) Application of the Inverted Classroom Model for Teaching Pathophysiology to Chinese Undergraduate Medical Students: Usability Study. JMIR Medical Education 7:2, pages e24358.
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Jack Moffat, Charlotte Copas, Kate Wood & J. David Spafford. (2021) Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic. Brain Sciences 11:6, pages 693.
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Hong Liu. (2021) English Translation Flipped Classroom Teaching Model Based on Big Data. English Translation Flipped Classroom Teaching Model Based on Big Data.
Roberto Reinoso, Jaime Delgado-Iglesias & Itziar Fernández. (2021) Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course. Information and Learning Sciences 122:1/2, pages 82-102.
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Joyce T. S. Li, Enoch E. N. Ng & Vivian W. Y. Lee. (2021) The Use of Virtual Reality in Pharmacy Education in Hong Kong: Lessons Learnt. Frontiers in Education 6.
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Mariana Morgado, José João Mendes & Luís Proença. (2021) Online Problem-Based Learning in Clinical Dental Education: Students’ Self-Perception and Motivation. Healthcare 9:4, pages 420.
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Waleed M. Sweileh. (2021) Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis. Medical Science Educator 31:2, pages 765-775.
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Johnathan Emahiser, John Nguyen, Cheryl Vanier & Amina Sadik. (2021) Study of Live Lecture Attendance, Student Perceptions and Expectations. Medical Science Educator 31:2, pages 697-707.
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Monica Malik, Deepthi Valiyaveettil & Deepa Joseph. (2021) Optimizing e-learning in oncology during the COVID-19 pandemic and beyond. Radiation Oncology Journal 39:1, pages 1-7.
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Stefano Sandrone & Chad Carlson. (2021) Gamification and game-based education in neurology and neuroscience: Applications, challenges, and opportunities. Brain Disorders 1, pages 100008.
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Swapna KanadeDr.Dr. & Gita NatarajDr.Dr.. (2021) EFFECTIVENESS OF FLIPPED SMALL GROUP TEACHING IN UNDERSTANDING PRACTICAL KNOWLEDGE IN MICROBIOLOGY. PARIPEX INDIAN JOURNAL OF RESEARCH, pages 126-129.
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Muna Aljahany, Wajdan Alassaf, Ohud Alotaibi, Hattan Alhabshan, Atheer Almutairi, Ahmed Alqahtani, Saeed Alduain, Alshaima Almadani & Faten Alradini. (2021) Implementation of the ACS/ASE simulation-based basic airway skills module in medical school curriculum: experience from Saudi Arabia. Saudi Journal of Emergency Medicine, pages 106-111.
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Sara Hays, Vikas Mankala, Kevin Paternostro, Deepraj Pawar, Edward Ward & Lauren Raymond. (2020) Virtual teaching of preventive cardiology: A student experience. American Journal of Preventive Cardiology 4, pages 100107.
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Alison H. Kohn, Manon C. Transleau & Mandi Sehgal. (2020) Making It Personal: Engaging Learners Around Geriatrics. Journal of the American Geriatrics Society 68:11.
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Živko Bojović, Petar D. Bojović, Dušan Vujošević & Jelena Šuh. (2020) Education in times of crisis: Rapid transition to distance learning. Computer Applications in Engineering Education 28:6, pages 1467-1489.
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Patricia Morris, Aya Kimura Ida, Todd Migliaccio, Yusuke Tsukada & Dylan Baker. (2020) Collaborative Learning in Sociology Research Methods Courses: Does Race Matter?. Teaching Sociology 48:4, pages 300-312.
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Kevin M. Smith, Simon Geletta & Keegan Duelfer. (2020) Flipped Classroom in Podiatric Medical Education. Journal of the American Podiatric Medical Association 110:5.
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Mahbobeh Mohammadi, Mehdi Bagheri, Parivash Jafari & Leila Bazrafkan. (2020) Challenges and Motivational Facilitators of Social Accountability in Medical Students of Shiraz University of Medical Sciences: A Qualitative Study. Shiraz E-Medical Journal 22:3.
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Lindsay P. Galway & Erin Cameron. (2019) Flipping Online Learning in Public Health Graduate Education. Pedagogy in Health Promotion 6:3, pages 212-221.
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Anwar Alhazmi & Mir Faeq Ali Quadri. (2020) Comparing case‐based and lecture‐based learning strategies for orthodontic case diagnosis: A randomized controlled trial. Journal of Dental Education 84:8, pages 857-863.
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D. Vodovar, J.D. Ricard, L. Zafrani, E. Weiss, E. Desrentes & D. Roux. (2020) Évaluation d’un enseignement multimodal intégrant du e-learning dans l’apprentissage de la réanimation et de la médecine d’urgence au cours du second cycle des études médicales. La Revue de Médecine Interne 41:6, pages 368-374.
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