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      Inverted classes as a successful tool to overcome teaching and learning challenges imposed by COVID-19 lockdown to food microbiology laboratory classes

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          Abstract

          This study evaluated if the online inverted classes (IC) model maintained high students’ learning engagement and performance on the laboratory component of Food Microbiology during an academic year dominated by COVID-19-lockdown, compared to pre-pandemic years. Porto University students from 2 courses (n = 36-Pharmaceutical Sciences; n = 59-Nutrition Sciences) were engaged. A high rate of students answered they prefer the IC rather than lecture-only style delivery mode and were involved in the IC learning process (prepared classes asynchronously; participated in case-studies resolution during synchronous classes). Very good laboratory final performances were maintained as in pre-pandemic years. Variable perceptions about work volume and adaptation to face-to-face laboratory classes were observed among both groups, potentially related to different course organization and defined learning outcomes/competences.

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          Flipped classroom improves student learning in health professions education: a meta-analysis

          Khe Hew, Chung Kwan Lo (2018)
          Background The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
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            A systematic review of the effectiveness of flipped classrooms in medical education.

            Fei Chen, Angela M Lui, Susan Martinelli (2017)
            There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning.
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              A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

              Deniz Erbil (2020)
              In the flipped classroom method, which is accepted as one of the blended learning approaches, the traditional teaching process takes place outside of the classroom through videos. Activities, projects, and homework related to upper-level cognitive field steps are carried out during classroom time. Research and interest in the flipped classroom are increasing steadily. Employing a cooperative learning method is suggested for using class time in the flipped classroom method. However, there has not been sufficient research on the implemented results of those suggestions. Moreover, there is no clear roadmap on how to incorporate cooperative learning methods into the flipped classroom. This research reviews theoretical infrastructures of flipped classroom and cooperative learning methods according to the Vygotsky theory and makes various suggestions for implementation and implementers.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Soc Sci Humanit Open
                Journal ID (iso-abbrev): Soc Sci Humanit Open
                Title: Social Sciences & Humanities Open
                Publisher: The Authors. Published by Elsevier Ltd.
                ISSN (Electronic): 2590-2911
                Publication date PMC-release: 21 March 2023
                Publication date (Print): 2023
                Publication date (Electronic): 21 March 2023
                Volume: 7
                Issue: 1
                Page: 100488
                Affiliations
                [a ]Faculty of Pharmacy, University of Porto, Rua Jorge de Viterbo Ferreira 228, 4050-313, Porto, Portugal
                [b ]Faculty of Nutrition and Food Sciences, University of Porto, Rua do Campo Alegre 823, 4150-180, Porto, Portugal
                Author notes
                [∗ ]Corresponding author. Biological Sciences Department. Laboratory of Microbiology. Faculty of Pharmacy. University of Porto. Porto. Portugal, Rua Jorge Viterbo Ferreira, 228, 4050-313, Porto, Portugal.
                [∗∗ ]Corresponding author. Faculty of Nutrition and Food Sciences, University of Porto, Rua do Campo Alegre 823, 4150-180, Porto, Portugal.
                Article
                Publisher Item ID: S2590-2911(23)00093-1 Publisher ID: 100488
                DOI: 10.1016/j.ssaho.2023.100488
                PMC ID: 10027958
                SO-VID: 45fb1438-7318-4885-a236-81fcdda3e07f
                Copyright © © 2023 The Authors
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 30 November 2022
                Date revision received : 16 March 2023
                Date accepted : 17 March 2023
                Categories
                Subject: Regular Article

                Keywords: inverted classes,online teaching,food microbiology,case-studies,laboratory classes
                Data availability:
                Keywords: inverted classes, online teaching, food microbiology, case-studies, laboratory classes

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