Background: The success of flipped classrooms is dependent upon students’ preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. Objective: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students’ knowledge retention, grades, and video viewing behavior. Methods:  Participating students were randomized to take quizzes, either during pre-class videos via Panopto™ (EQV) or after pre-class videos in the traditional manner via Moodle™ (TMM).  Outcomes assessed included students’ knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period.  Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. Results: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups.  Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. Conclusion: Students’ knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery.  Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students’ viewing of pre-class videos and their preparation for flipped classes.

This study assessed the efficacy of an interactive Moodle lesson teaching the subject of references commonly used to answer drug information (DI) questions on pharmacy student performance and retention. Students were randomized to receive education via either the lesson or a recorded lecture. Students completed a baseline knowledge assessment, an assignment following instruction, the same baseline assessment at the end of the semester to assess retention, and a survey on their experience with the assigned education technique. The differences of median grades on assessments and survey results between groups were compared via Mann-Whitney U tests. Student performance on the baseline assessment was comparable between groups (n = 40 per group; 47.22% vs. 48.61%). Retention of knowledge was less in students in the lesson group (63.89%) than in the lecture group (75%). Students taught by lecture performed better (90.63%) than those taught by lesson (87.5%) on the post-instruction assignment. Survey results from participants (n = 32/80) showed more students in the lecture group (n = 16) agreed time associated with educational technique was reasonable (69% vs. 31%), technique was valuable to learning (75% vs. 44%), and experience was satisfying (56% vs. 31%). These results show student retention of knowledge was not improved with use of a Moodle lesson in comparison with a recorded lecture. Student performance was better immediately following education when taught by lecture and more lecture-taught students agreed the educational technique was time-appropriate, valuable, and satisfying.

Introduction: The new Accreditation Council for Graduate Medical Education (ACGME) guidelines for family medicine residencies increased training requirements for caring for older adults. These guidelines prompted changes to the current geriatrics curriculum at the Trident/Medical University of South Carolina (MUSC) Family Medicine Residency Program. Changes to the training requirements and the residency geriatric experiences reZect an increasingly aging population and many unmet needs in caring for older adults.

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