Flipped classroom versus a didactic method with active learning in a modified team-based learning self-care pharmacotherapy course

Wilson, Jennifer A.; Waghel, Rashi C.; Dinkins, Melissa M.

doi:10.1016/j.cptl.2019.09.017

Cited by 17 publications

(20 citation statements)

References 25 publications

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“…Only 3 studies [ 18 , 19 , 39 ] reported outcome as skills(patient centred interpersonal communication skills, students’ performance on pharmaceutical calculation, and critical care therapeutics) while 21 studies reported only knowledge score [ 17 , 20 – 29 , 31 – 36 , 38 , 40 – 42 ]. Two reported both knowledge and skills as outcomes [ 30 , 37 ].…”

Section: Resultsmentioning

confidence: 99%

“…However, modified Ottawa scale requires controlling for subject characteristics by statistical covariate analysis. Outcome assessment was blinded for 11 studies, as assessor cannot be influenced by group assessment (third party statistician) or assessments did not require human judgments (MCQs/ graded performance) [ 17 , 19 – 20 , 25 , 27 , 29 – 30 , 36 , 38 , 40 – 41 ]. As all studies were part of curriculum in educational institution, there is no mention about drop outs.…”

Section: Resultsmentioning

confidence: 99%

“…This resulted in an increased number of papers which may have further increased the likelihood of selecting papers with negative results. In our review, 5 of the 26 studies reported that BL yields either equal or poorer outcomes than didactic teaching [ 33 , 35 , 38 , 40 , 42 ].…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis

Balakrishnan

Puthean²,

Satheesh³

et al. 2021

PLoS ONE

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Background & objective Though blended learning (BL), is widely adopted in higher education, evaluating effectiveness of BL is difficult because the components of BL can be extremely heterogeneous. Purpose of this study was to evaluate the effectiveness of BL in improving knowledge and skill in pharmacy education. Methods PubMed/MEDLINE, Scopus and the Cochrane Library were searched to identify published literature. The retrieved studies from databases were screened for its title and abstracts followed by the full-text in accordance with the pre-defined inclusion and exclusion criteria. Methodological quality was appraised by modified Ottawa scale. Random effect model used for statistical modelling. Key findings A total of 26 studies were included for systematic review. Out of which 20 studies with 4525 participants for meta-analysis which employed traditional teaching in control group. Results showed a statistically significant positive effect size on knowledge (standardized mean difference [SMD]: 1.35, 95% confidence interval [CI]: 0.91 to 1.78, p<0.00001) and skill (SMD: 0.68; 95% CI: 0.19 to 1.16; p = 0.006) using a random effect model. Subgroup analysis of cohort studies showed, studies from developed countries had a larger effect size (SMD: 1.54, 95% CI: 1.01 to 2.06), than studies from developing countries(SMD: 0.44, 95% CI: 0.23 to 0.65, studies with MCQ pattern as outcome assessment had larger effect size (SMD: 2.81, 95% CI: 1.76 to 3.85) than non-MCQs (SMD 0.53, 95% CI 0.33 to 0.74), and BL with case studies (SMD 2.72, 95% CI 1.86–3.59) showed better effect size than non-case-based studies (SMD: 0.22, CI: 0.02 to 0.41). Conclusion BL is associated with better academic performance and achievement than didactic teaching in pharmacy education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis

Balakrishnan

Puthean²,

Satheesh³

et al. 2021

PLoS ONE

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“…This preference for traditional lecture was also found in second-year students in another study that examined didactic teaching methods versus pre-class video lectures in a team-based learning self-care pharmacotherapy course. 10 While one goal of using ALT was to decrease cramming before the exam by encouraging ongoing engagement in course material, students' own study habits proved difficult to overcome. During out-of-class time, students prioritized studying for more urgent deadlines and came back to this course material to study it more completely just before the exams.…”

Section: Discussionmentioning

confidence: 99%

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Toth

Rosenthal

Pate

2021

American Journal of Pharmaceutical Education

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Objective. One goal of pharmacy educators is to help students become self-directed learners. A method that may help achieve this goal is adaptive learning technology (ALT), which provides real-time feedback on students' strengths and weaknesses. The primary objective of this study was to evaluate student changes in self-directed learning (SDL) in a Pharmacists' Patient Care Process (PPCP) course using ALT. Methods. PPCP was delivered using traditional teaching methods in fall 2018 and ALT in spring 2019. First-year student pharmacists were surveyed three times throughout the academic year on SDL factors. Focus groups were conducted at the end of the spring semester to identify perceptions of course delivery. Multilevel linear modeling and qualitative content analysis were used to evaluate the surveys and the focus groups, respectively. Results. Ninety-two of 106 students completed all three surveys. Scores on stress management, and exam management increased from the beginning to the end of the academic year. Scores on seminar (lecture) learning proficiency, procrastination management, and time management decreased from the beginning to the end of the year. Assignment management and comprehension competence trends varied from ends of the first and second semesters. Themes identified from the focus groups were student learning preferences, semester comparisons, value, and technology. Conclusion. Student pharmacists struggled with the integration of ALT into their previously established study routines. Focus groups helped add context to SDL scores. Although statistically significant differences were found for some SDL factors, it is difficult to conclude at this time if implementation of ALT improved SDL.

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“…Then, the group members enter into the process of solving the problems posed about the subject. This not only supports collaborative learning but also helps students' inquiry and problemsolving skills develop (Kong, 2014;Wilson, Waghel & Dinkins, 2019). In this way, on one hand, the model enables the effective use of classroom time in order to make more use of student-centered active learning strategies; on the other hand, it enhances classroom interaction (LaFee, 2013;Milman, 2012).…”

Section: Flipped Classroom Modelmentioning

confidence: 99%

Ters-yüz Edilmiş Sınıf Modelinin Öğretmenlik Meslek Bilgisi Dersinde Kullanılması: Tutum ve Öz-yeterlik İnançları Üzerindeki Etkileri

Debbağ¹,

Yıldız²

2020

BUEFAD

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The purpose of this study was to investigate the effects of the Flipped Classroom Model on preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. It was also aimed to consider the opinions of preservice teachers about the model. A quasi-experimental research model with pre-test and post-test control groups was used in the study. The study sample consisted of 78 preservice teachers at a state university in the Western Black Sea Region in Turkey. The Teaching Principles and Methods course was carried out in a 14-week implementation process. The Flipped Classroom model was applied in the experimental group while the traditional teaching methods were applied in the control group. According to the results, it was determined that the model positively affected the preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. Besides having positive opinions about the model, the preservice teachers also pointed out the educational advantages of the model. The negative opinions about the model and the problems encountered during the implementation process were mostly related to the technical matters.

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Flipped classroom versus a didactic method with active learning in a modified team-based learning self-care pharmacotherapy course

Cited by 17 publications

References 25 publications

Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis

Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Ters-yüz Edilmiş Sınıf Modelinin Öğretmenlik Meslek Bilgisi Dersinde Kullanılması: Tutum ve Öz-yeterlik İnançları Üzerindeki Etkileri

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