A Renaissance in Pharmacy Education at the University of North Carolina at Chapel Hill

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Objective. To examine the relationship between admissions, objective structured clinical examination (OSCE), and advanced pharmacy practice experience (APPE) scores. Methods. Admissions, OSCE, and APPE scores were collected for students who graduated from the doctor of pharmacy (PharmD) program in spring of 2012 and spring of 2013 (n5289). Pearson correlation was used to examine relationships between variables, and independent t test was used to compare mean scores between groups. Results. All relationships among admissions data (undergraduate grade point average, composite PCAT scores, and interview scores) and OSCE and APPE scores were weak, with the strongest association found between the final OSCE and ambulatory care APPEs. Students with low scores on the final OSCE performed lower than others on the acute care, ambulatory care, and community APPEs. Conclusion. This study highlights the complexities of assessing student development of noncognitive professional skills over the course of a curriculum.

Section: Discussionmentioning

confidence: 99%

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

McLaughlin

Khanova

Scolaro

et al. 2015

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“…1 This approach is increasingly used in all educational settings, including pharmacy education. [2][3][4] Despite increased use, until recently the majority of data supporting this approach in pharmacy education is based on students' perceptions of the approach. 5 When academic performance is evaluated, the results are not consistent.…”

Section: Introductionmentioning

confidence: 99%

Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom

Bossaer

Panus

Stewart

et al. 2016

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before inclass case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.

“…Selfdirected learning outside the classroom and active engagement of students in higher orders of thinking and problem solving inside the classroom define the new doctor of pharmacy (PharmD) curriculum at the University of North Carolina (UNC) Eshelman School of Pharmacy. 25 While the new curriculum was not implemented until fall 2015, this approach to course redesign (ie, the flipped model) was incorporated in a number of courses in the curriculum before then. 22,24,26,27 The transition started with pharmaceutical science courses (eg, basic pharmaceutics), resulting in improved learning outcomes and student perceptions.…”

Section: Introductionmentioning

confidence: 99%

Student Perceptions of a Flipped Pharmacotherapy Course

Khanova

McLaughlin

Rhoney

et al. 2015

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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.