Flipped Versus Traditional Instruction and Achievement in a Baccalaureate Nursing Pharmacology Course

Abstract

: The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was significantly different for three unit exams. The results did not show a significant difference in the means for the final exam. Knowledge gains on tests and students' positive responses support the use of the flipped classroom method.

The Flipped Classroom: Fertile Ground for Nursing Education Research

“…Some have relied on assigned readings and offered incentives such as quizzes with bonus points to encourage completion (Bates & Galloway, 2012;. In another variation, Bland (2006) and others (Frydenberg, 2012;Geist et al, 2015;Lage et al, 2000;McLaughlin et al, 2014;Moravec, Williams, AguilarRoca, & O'Dowd, 2010) have recommended inclusion of "mini-lectures" interspersed among active learning exercises (p. 6). The fact that these researchers have bypassed out-of-class video lectures for in-class lectures suggests that the model remains operationally ill-defined.…”

“…Initial search results indicated exploration of the FCM in various higher education settings with most in science, technology, economics, and mathematics. Only eight studies employed pre-and post-test measures with use of quasi-or nonexperimental designs (Bates & Galloway, 2012;Davies, Dean, & Ball, 2013;Foertsch, Moses, Strikwerda, & Litzkow, 2002;Geist, Larimore, Rawiszer, & Al Sager, 2015;McLaughlin et al, 2014;Papadopoulos, SantiagoRoman, & Portela, 2010;Pierce & Fox, 2012;Wilson, 2013). Sample sizes were small, with 100 or fewer participants in 59% of the studies and 34% with fewer than 50.…”

“…Four studies in healthcare education have documented significant results with the application of the FCM: two in pharmacy Pierce & Fox, 2012), and two in nursing (Geist et al, 2015;Missildine, Fountain, Summers, & Gosselin, 2013). In an adult health nursing class, Missildine et al created video lectures for a flipped classroom cohort and used class time for case scenario analysis.…”

“…Interestingly, Missildine et al noted that this relatively small rise in scores enabled an additional 47 students to pass the course, suggesting that the FCM may prove an important means to increase retention and improve the quality of healthcare providers. Geist et al (2015) employed a similar model, but strengthened statistical analysis with use of standardized test (Health Education Services, Inc.) scores as a covariate to control for differences between two groups of nursing students, one of which experienced the FCM (N ¼ 46), the other, the traditional lecture approach (N ¼ 40). These researchers analyzed student scores on three unit tests and found that the FCM student group scored significantly higher for each test (test 1, p ¼0.001; test 2, p ¼0.001; test 3, p ¼0.001) than students who experienced the traditional lecture approach.…”

Drivers of openness to online and flipped learning in medical education

“…Previous experiments with the flipped classroom have shown neutral (Geist, Larimore, Rawiszer, & Al Sager, 2015;Harrington, Vanden Bosch, Schoofs, Beel-Bates, & Anderson, 2015;Liebert, Lin, Mazer, Bereknyei, & Lau, 2016;Morgan et al, 2015) to positive (Street, Gilliland, McNeil, & Royal, 2014;Tune et al, 2013) impact on students' performance in assessment. In trials of a flipped classroom compared to a traditional lecture-based class student satisfaction has been found to increase (Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012;Gilboy et al, 2015;Simpson & Richards, 2015;Street et al, 2014;Tan, Brainard, & Larkin, 2015).…”