Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate

Goh, Choon Fu; Ong, Eng Tek

doi:10.1016/j.cptl.2019.02.025

Cited by 42 publications

(42 citation statements)

References 27 publications

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“…Recent years have witnessed the accelerated application of flipped model in various fields of health professions education, such as nursing,[ 6 7 ] pharmacy,[ 8 9 ] and other medical subjects. It widely acknowledged that the model of “flipped classroom” or “inverted classroom” can make up for the shortcomings of the traditional model and produce desire results through stimulating the enthusiasm of active learning.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of flipped classroom vs traditional lectures in radiology education

Chen

Yan

et al. 2020

Medicine

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Background: With the convert of educational concept, flipped classroom has been adopted gradually in radiology courses as a new teaching mode. Considering no evidence has been concluded to illustrate the effectiveness of of flipped classroom over traditional instructor-centered lectures in radiology education, this meta-analysis was conducted to provide empirical evidence for the reform of pedagogical. Methods: Studies were retrieved from six databases, including Pubmed, Embase, Web of Science, Wanfang Data, CNKI, and VIP, from their inception to 16 February 2020. Literature selection and data extraction were completed by two reviewers independently. The effect size of each index was expressed as the odds ratio (OR) for a categorical variable and standard mean difference (SMD) for a continuous variable, each with corresponding 95% confidence interval (95% CI). Results: A total of 19 studies with 2114 participants were deemed to be eligible for inclusion. The results of this meta-analysis indicated that: the newly emerged flipped classroom represented significant advantage versus traditional lecture in improving theoretical performance (SMD 1.12, 95% CI 0.61–1.63, P < .001), as well as in cultivating students’ practical skills (SMD 2.59, 95% CI 1.69–3.59, P < .001). In the subjective findings of investigation, more positive responses were attained in students who took radiology subjects in flipped classroom, covering course satisfaction (OR 1.70, 95% CI 1.35–2.14, P < .001), improvement of teamwork ability (OR 1.80, 95% CI 1.21–2.67, P = .004), self-directed learning and reflection (OR 1.98, 95% CI 1.31–2.97, P = .001), and subjective cognition on consolidation of knowledge mastery (OR 1.38, 95% CI 1.19–1.60, P < .001). Conclusion: Flipped classroom displays multiple advantages versus traditional lecture-based teaching mode, which is well worth further promoting and applying in the process of radiology education.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of flipped classroom vs traditional lectures in radiology education

Chen

Yan

et al. 2020

Medicine

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“…With respect to Equity, previous research has found the following support: Design of the flipped classroom provides attractive alternatives - The classroom activities become interesting and engaging when the students have enough knowledge and experience about them ( Goh and Ong, 2019 ). Academic practices in the flipped classroom provide systematic help - Akçayır and Akçayır (2018) show that the flipped classroom in an educational system has many advantages, such as improving the students' application skills, developing their ICT skills, providing peer-based learning, enhancing learning in large groups, investing learning time for practice, and decreasing the cost of learning.…”

Section: Research Backgroundmentioning

confidence: 99%

“…Design of the flipped classroom provides attractive alternatives - The classroom activities become interesting and engaging when the students have enough knowledge and experience about them ( Goh and Ong, 2019 ).…”

Section: Research Backgroundmentioning

confidence: 99%

Investigating cognitive holding power and equity in the flipped classroom

Ahmed

Indurkhya

2020

Heliyon

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In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity. For this study, the flipped classroom was implemented for teaching undergraduate university students' course “An Introduction to Instructional Technology”. In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilities.

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“…Learning activities such as quizzes, online discussions on the University of Cape Town's learning management system Vula (powered by Sakai), preclass exercises, and postclass assignments were developed in alignment with indicative content and competencies for each lesson. In addition, the range of learning activities was structured to enable students to actively engage and apply their knowledge and thus promote student-centered learning and flipped class learning (Goh and Ong, 2019). Furthermore, exercises and assessments were made relevant to the participants' context as it required participants to produce resources such as generate a list of genetics and genomics resources and services available at their institutes to make it easier for them to refer their patients.…”

Section: Step 3: Goals and Specific Objectives For The Training Coursementioning

confidence: 99%

The African Genomic Medicine Training Initiative (AGMT): Showcasing a Community and Framework Driven Genomic Medicine Training for Nurses in Africa

Nembaware

Mulder

2019

Front. Genet.

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The potential of genomic medicine in improving the quality of healthcare both at population and individual-level is well-recognized globally. However, successful adoption of genetic and genomic evidence into clinical practice depends on training the healthcare workforce and clinical researchers in genomic medicine. Due to limited expertise in the medical genetics and genomics field, widespread uptake largely depends on task-shifting for the implementation of genomic medicine implementation to key healthcare professionals such as nurses. Their knowledge would be developed through courses aimed at professional development. Globally, trainers, and training initiatives in genomic medicine are in early stages of development, but resource limited settings such as the African continent face additional logistical and institutional challenges. The African Genomic Medicine Training (AGMT) Initiative was conceived during a combined conference of the African Society of Human Genetics (AfSHG) and the Human Heredity and Health in Africa Consortium (H3Africa) in 2016, Senegal, in response to the needs for developing knowledge and skills in genomic medicine. AGMT was established to implement a sustainable genomic medicine training initiative primarily for healthcare professionals who are not geneticists but are nurses, doctors, and pharmacists in Africa. This paper reports on the establishment of the AGMT initiative and the strategies developed and piloted by this initiative in designing and implementing an accredited frame-work and community-based blended learning course for nurses across 11 African countries. The global implementation experiences, outcomes and lessons learnt are highlighted. The AGMT initiative strategy takes advantage of existing research consortia and networks to train and create a pool of trainers and has adopted evidence-based approaches to guide curriculum and content development/adaptation. This initiative established the first Africa-wide online blended learning genomic medicine course which forms the basis from which to develop courses for other healthcare professionals and the wider public.

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Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate

Cited by 42 publications

References 27 publications

Effectiveness of flipped classroom vs traditional lectures in radiology education

Effectiveness of flipped classroom vs traditional lectures in radiology education

Investigating cognitive holding power and equity in the flipped classroom

The African Genomic Medicine Training Initiative (AGMT): Showcasing a Community and Framework Driven Genomic Medicine Training for Nurses in Africa

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