Catherine Redmond, Aiden Jayanth, Sarah Beresford, Lorraine Carroll, Amy N B Johnston
Development and validation of a script concordance test to assess biosciences clinical reasoning skills: A cross-sectional study of 1st year undergraduate nursing students
Nurse education today
medical education evolved rapidly development flipped classrooms teambased learning based lecturebased learning novel model combining flipped classrooms teambased learning poorly investigated orthopedic education femoral neck fracture teaching mode chosen 109 clinical internship students explore effectiveness flipped classroom combined teambased learning internship education enrolled randomly divided either flipped classroom combined teambased learning group ftg n 55 traditional lecturebased classroom group n 54 students completed learning according course flow took beforeclass afterclass tests questionnaires used compare students perceptions satisfaction different teaching methods utilized assess strengths weaknesses 2 groups postclass test scores groups significantly improved compared preclass test scores regarding postclass test scores ftgs significantly higher traditional lecturebased classroom groups mainly clinical areas imaging analysis fracture classification treatment options management postoperative complications significant difference mastery basic theoretical knowledge students satisfied ftg believed improved various competencies significantly time spent ftg generally recognized promising option training clinical interns worth spreading outstanding merits developing students clinical competence