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Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for selfpaced learning prior to class. Class time was used for active and applied-but primarily case-basedlearning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application.

The implementation of a successful glyphosate resistance management strategy requires a simple and cost-effective method for detecting resistance in key weeds. To date, however, glyphosate resistance is still routinely confirmed via laborious and time consuming whole-plant pot assays using seeds collected at the end of the growing season. Here, we describe a simple, early-season bioassay for detecting evolved glyphosate resistance in grass and broadleaf weeds. It involves transplanting suspected glyphosate resistant seedlings alongside known sensitive and resistant standards into agar containing informative rates of herbicide and recording percentage survival 14 d after plating. The method was validated using sensitive and resistant populations of Lolium, Eleusine, Conyza, and Amaranthus species encompassing the main glyphosate resistance mechanisms, namely, impaired translocation, EPSPS gene duplication, and mutations. The whole plant pot and agar-based seedling tests generated comparable resistance indices in dose-response assays and percentage survival at discriminating glyphosate rates. The method was applied successfully to detect resistance in a rigid ryegrass population collected from a French vineyard well before glyphosate was applied in the field for the current season. Additionally, the test was shown to be highly transferable to several other grass and broadleaf weeds that have evolved resistance to glyphosate. One major attribute of the method is that it is capable of detecting resistance regardless of the mechanism involved. In addition to being very simple, quick and, cost-effective, it allows determination of glyphosate resistance in weeds prior to field application. It thus offers the opportunity for an informed choice of herbicides for effective weed control.

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Objective. To examine the impact of pre-class concept mapping on students' ability to self-assess their degree of foundational disease state knowledge (metacognition), as well as pre-class quiz performance. Methods. Second-year pharmacy students in a problem-based learning course were responsible for self-directed learning of foundational knowledge for 14 disease states. After completing independent pre-class reading, students either (1) created group concept maps for which feedback was provided; (2) created group concept maps with no formal feedback; or (3) had no formal group activity. The next day, prior to the formal in class discussion, students completed a quiz covering foundational knowledge and predicted the number of questions they would answer correctly before completing the quiz. Quiz performance was compared between the three conditions, and bias and absolute bias were calculated to evaluate metacognitive skills. Results. There was no difference in metacognition among the conditions, as reflected by inaccuracy between predicted and actual quiz scores. However, when students engaged in concept mapping, their quiz performance was significantly higher than the business-as-usual control. Conclusion. Concept mapping did not improve metacognitive skills but did have small effects on quiz performance. More research is needed to tease apart the roles of concept mapping, group activity, and feedback in altering quiz performance and metacognitive skills.