To meet the twin challenges of both synthesizing and applying new hepatitis C data to patient care, we used a “flipped classroom” approach, maximizing the benefits of a blend of online and in-person education.
In this poster, presented at the 2017 meeting of the Alliance for Continuing Education in the Health Professions in San Francisco, California, we examine the educational impact of participating in a self-directed activity in advance of participating in a traditional live classroom activity.
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