An analysis of student performance with podcasting and active learning in a pharmacotherapy module

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

“…In fact, data from our previous research demonstrated a positive correlation between previous poor academic performance and likelihood to not perform well in the flipped environment when the class was rank ordered and separated into upper and lower fiftieth percentiles based on programmatic GPA. 10 While we did not observe this correlation in the current analysis, this should be a significant concern when requiring students to prepare for high-level discussions and then not holding them accountable for completing the work. Consideration must be given to ensure students in the lower-performance percentiles, who may be less likely to complete ungraded assignments, are not left behind.…”

“…10 In this higher-level learning environment, students who come in without proper preparation will not learn at the same level as those who do. Unfortunately, we did not collect data on how many students watched the vodcasts prior to class.…”

“…Assessment of this flipped approach was important institutionally because a previous attempt to utilize more active-learning strategies did not show a benefit in student learning and appeared to harm students in the lower fiftieth grade point average (GPA) percentile. 10 The majority of the oncology module was flipped in hope of improving student learning. The oncology module occurs during the final pharmacotherapy course in the spring semester of the third professional (P3) year.…”

Pharmacy Student Self-Testing as a Predictor of Examination Performance

“…This specific analysis addressed student performance within 1 offering of 1 course. Methodology previously employed 25 could be used to further assess whether self-testing provides benefit over other teaching techniques by comparing to cohorts who received different types of instruction.…”

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

“…20 A growing body of literature on flipped classroom in medical, nursing, and pharmacy education reports that flipped courses improves attendance 21,22 and increases grades [21][22][23][24][25][26][27] and performance in follow-up courses. 28 Conversely, some reports discuss decreased student satisfaction, 25 significantly decreased examination scores resulting from a lack of accountability for out-of-class preparation, 29 and student satisfaction being influenced by the quality of content and activities. 27 Some negative aspects of TBL in the literature include increased preparation time by students and faculty members as well as student dissatisfaction (especially among introverted individuals and those who prefer the traditional faculty role of lecturing and storytelling).…”