Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Abstract

Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018–2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.

A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review

“…Globally, 39 papers and 1 report were selected: PubMed (n = 33) [ 10 , 13 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ], SciELO (n = 1) [ 52 ], Google Scholar (n = 6) [ 8 , 53 , 54 , 55 , 56 , 57 ], and sites of known international organizations (n = 1) [ 3 ].…”

“…The selected publications were classified as follows: 7 reviews [ 8 , 13 , 23 , 41 , 43 , 52 , 53 ]; 31 original research publications [ 10 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 42 , 44 , 45 , 46 , 48 , 49 , 50 , 51 , 55 , 56 , 57 ]; 1 commentary [ 47 ]; 1 case study [ 54 ]; 1 report [ 3 ].…”

“…Visual aids, videos, and interactive materials were shown to be attractive materials/documents for pharmacy students. For instance, audiovisual enhanced illustrations encouraged students to interact with the lecture material prior to the virtual class [ 24 , 44 , 46 ]. Additionally, it was possible to have access to information in different formats, such as patient digital health records or digital biomarkers, which may lead to the study of new relevant topics in pharmacy practice [ 56 ].…”

“…Additionally, it was possible to have access to information in different formats, such as patient digital health records or digital biomarkers, which may lead to the study of new relevant topics in pharmacy practice [ 56 ]. Students’ satisfaction with the quality of developed materials (e.g., type of covered topics—more or less interesting or too challenging e-learning materials) and/or teachers’ performance was evaluated and reported in a limited number of studies [ 38 , 46 , 48 ].…”

Through the Lens of Virtual Students: Challenges and Opportunities

“…Students learn at their own rate, when using virtual learning (Buxton, 2014). They engaged more (Shahba et al, 2022;Stein et al, 2009). Virtual learning is increasing prominence in linked society, especially during the COVID-19 pandemic (Gupta & Prajapati, 2022).…”