Learning Outcomes and Student Preferences with Flipped vs Lecture/Case Teaching Model in a Block Curriculum

Abstract

Objective. To assess the impact of using a flipped classroom instructional approach on Doctor of Pharmacy (PharmD) students' learning outcomes and instructional preferences in a pharmacotherapy course within a block curriculum. Methods. Select topics in a gastrointestinal and liver pharmacotherapy course were taught using a flipped classroom method that required students to view lecture modules and respond to self-assessment questions prior to class. Classroom time included quizzes, application exercises, and discussion. The following year, teaching of these topics was switched back to a lecture/case format, and different topics were taught in the flipped classroom format, Student performance under each teaching method was examined, and student preferences and study habits were collected via a survey administered before and after experiencing the flipped classroom. Results. Combined mean formal assessment scores were higher for all four topics taught using the flipped classroom format compared to the lecture/case format. This pattern persisted when topics were examined individually, except for scores on one review topic. Survey responses reflected acknowledgement by about half of the students that the flipped format was more beneficial than traditional methods, but they still clearly preferred live lectures over prerecorded lectures. The majority of students reported that the amount of preparation time required for the flipped classroom was appropriate and that they had a positive or neutral experience with the flipped classroom overall. Conclusion. This study supports use of the flipped classroom method for teaching standard pharmacotherapy topics within a block curriculum, but underscores some of the resistance expressed by students despite understanding the potential benefits of the flipped format.

A Comparative Study Between Traditional Face-To-Face, Audience Response System, and A Flipped Classroom Plus Audience Responce System in Pharmacology Education.

“…Some papers with positive results mentioned that the students' preference was that the length of the videos were long and the subsequent increase to their workloads from watching them led to unsatis ed feelings. (1,5) One interesting article by Fryer reported that incentives offered for educational outputs-such as better grades-are less effective than those for educational inputs which can include attendance, good behavior, or wearing uniforms (29). Of the positive result articles regarding the FC, Giuliano's article was successful in light of this concept (4).…”

“…A ipped classroom (FC) and an audience response system (ARS) have been included in active learning through the utilization of information and communication technology. Some papers have shown positive learning performances for student pharmacists using these teaching methodologies (1)(2)(3)(4)(5)(6). Conversely, a few negative articles also have been reported (7,8).…”

Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review

“…For example, scholars would often list the purpose of their study to evaluate the effectiveness of a blended learning program; however, when assessing their methods, questionnaires with items focused on learner satisfaction were often identified. Although only one study employed the term "usability" when reporting their BLP evaluation, scholars across the data set adopted several terms and concepts which were identified as related to usability and its major components, for instance, "appropriate" [51][52][53][54],"beneficial" [55],"clear" or "clarity" [52,[56][57][58][59][60][61][62][63][64][65][66],"easy" or "ease-of-use" [57,62,[65][66][67][68],"efficacy" [59,60,69,70],"favourable" [67],"flexibility" [51,54,56,57,62,64,[67][68][69][71][72][73][74][75][76][77]…”

Using Interactive Fiction to Teach Clinical Decision-Making in a PharmD Curriculum

“…Delivery of case-based sessions in a large classroom generally includes guiding students through the details of a patient case from presentation to treatment [ 1 ]. This may be augmented by active learning strategies, including audience response systems, Socratic questioning, role play, and games [ 4 – 10 ]. According to Knowles’ principles of adult learning, learning should be problem-centered, have immediate relevance to the learner, emphasize experience including making mistakes, and include learners in planning and evaluation [ 11 ].…”