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首页> 外文期刊>Canadian Journal of Emergency Medicine >The reverse classroom: lectures on your own and homework with faculty
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The reverse classroom: lectures on your own and homework with faculty

机译：反向教室：您自己的讲座和与老师的家庭作业

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With the arrival of a technologically proficient generation of learners (often described with the moniker “digital natives”) into Canadian medical schools and residency programs, there is an increasing trend toward harnessing technology to enhance education and increase teaching efficiency. We present an instructionalmethod that allows medical educators to “reverse” the traditional classroom paradigm. Imagine that prior to an academic half-day session, learners watch an e-lecture on their own time; then during class, they do “homework” with tailored consultations from a content expert. The reverse classroom uses simple, readily accessible technology to allow faculty members to engage learners in high-order learning such as information analysis and synthesis. With this instructional method, the inefficient, repetitious delivery of recurring core lectures is no longer required. The reverse classroom is an effective instructional method. Using this technique, learners engage in high-order learning and interaction with teachers, and teachers are able to optimally share their expertise.
机译：随着一代技术精湛的学习者（通常用“数字原住民”的名字形容）进入加拿大医学院校和住院医师课程，利用技术来提高教育水平和提高教学效率的趋势日益增加。我们提出一种教学方法，使医学教育工作者可以“逆转”传统的课堂范例。想象一下，在为期半天的学术会议之前，学习者可以自己观看电子讲座;然后在上课时，他们会与内容专家进行量身定制的咨询，以进行“作业”。反向教室使用简单易用的技术，使教职员工能够使学习者参与高级学习，例如信息分析和综合。通过这种教学方法，不再需要重复进行的核心讲座的低效，重复的授课。反向课堂是一种有效的教学方法。使用此技术，学习者可以进行高级学习并与教师互动，并且教师可以最佳地共享他们的专业知识。

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