Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

1.3K
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
1.3K
Guidelines and Strategies for Safe Computer Charting01:18

Guidelines and Strategies for Safe Computer Charting

842
The guidelines and strategies provided by the American Nurses Association (ANA) and the Canadian Nurses Association (CNA) offer essential principles for ensuring safe and secure computer charting systems in healthcare settings. Let's break down each recommendation:
Maintain Confidentiality and Security:
842
Nursing Implementation01:15

Nursing Implementation

5.1K
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
5.1K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

1.8K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
1.8K
The Scientific Method02:40

The Scientific Method

59.7K
Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
59.7K
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

2.8K
When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
2.8K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Training biologists in Unix command-line skills: From curriculum to interactive online tutorials.

PLoS computational biology·2026
Same author

Alternative production of Lead-203: Optimizing production, purification, and radiolabelling for enhanced theranostic applications.

Nuclear medicine and biology·2025
Same author

Improving the Reliability of Molecular String Representations for Generative Chemistry.

Journal of chemical information and modeling·2025
Same author

Statistical Molecular Interaction Fields: A Fast and Informative Tool for Characterizing RNA and Protein-Binding Pockets.

Journal of chemical theory and computation·2025
Same author

Consensus structure prediction of A. thaliana's MCTP4 structure using prediction tools and coarse grained simulations of transmembrane domain dynamics.

PloS one·2025
Same author

Plant plasmodesmata bridges form through ER-dependent incomplete cytokinesis.

Science (New York, N.Y.)·2024

Related Experiment Video

Updated: Jul 31, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.6K

A field guide for implementing a flipped classroom.

Pierre Poulain1, Mickael Bertrand2, Héloise Dufour3

  • 1Université Paris Cité, CNRS, Institut Jacques Monod, Paris, France.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology
|May 6, 2023
PubMed
Summary
This summary is machine-generated.

This guide provides practical tips for implementing flipped classrooms, a pedagogical approach distinct from distance learning. It details strategies for preparation, in-class implementation, and follow-up to enhance student learning and teacher effectiveness.

Keywords:
field guideflipped classroompedagogy

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K
Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

696

Related Experiment Videos

Last Updated: Jul 31, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.6K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K
Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

696

Area of Science:

  • Educational Technology
  • Pedagogy
  • Higher Education

Background:

  • Flipped classroom implementation is often approximate, leading to confusion with distance learning, especially post-Covid-19.
  • New teachers may find adopting flipped classrooms intimidating and time-consuming.
  • Clear guidance is needed to differentiate flipped classrooms from distance learning and support effective adoption.

Purpose of the Study:

  • To provide practical, evidence-based tips for implementing flipped classrooms.
  • To clarify the distinction between flipped classrooms and distance learning.
  • To offer examples from biology and biochemistry education.

Main Methods:

  • Structured advice around three phases: preparation, implementation, and follow-up.
  • Integrated practical experiences with current scientific literature.
  • Focused on actionable strategies for teachers new to the flipped classroom model.

Main Results:

  • Preparation: Emphasizes early planning, explicit communication, and resource identification for autonomous student learning.
  • Implementation: Recommends explicit knowledge acquisition, fostering autonomy, active learning, cooperation, and differentiated instruction.
  • Follow-up: Suggests evaluating learning and pedagogy, managing logistics, documenting the process, and sharing experiences.

Conclusions:

  • Effective flipped classroom implementation requires careful planning, explicit instruction, active learning strategies, and ongoing evaluation.
  • Distinguishing flipped classrooms from distance learning is crucial for successful pedagogical integration.
  • Sharing experiences and documenting the process can support broader adoption and refinement of the flipped classroom model.