Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Abstract

Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered selfassessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course. The final grades improved after the redesign. Mean scores on the posttest improved from the pretest. Postcourse survey showed 88% of students were satisfied with the redesign. Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.

A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture

“…5 Existing literature, although limited, suggests that flipping a class requires considerably more faculty time and resources in order to be effectively delivered. 5,7 McLaughlin and colleagues estimated that in order to "flip" a class, a professor would have to invest 127% more time for course development and management. After initial development, the same group found that after the initial development time, the flipped classroom requires 57% more time to maintain compared to a lecture course.…”

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

“…6 Similar results have been established from various studies assessing the impact of flipped educational and assessment models in science and pharmacy undergraduate courses worldwide. 4,7,[10][11][12][13] Despite this growing interest in the flipped classroom approach and the promising results obtained in terms of students' performance and satisfaction in the pharmacy curriculum, 4,[11][12][13] this model has not…”

“…The time in class is, thus, expended in meaningful discussions, problem solving, and facilitating collaboration among students. 4 Another recent trend comprises the "flipped exam" or "flipped assessment," where students tend to construct their own well-reasoned examinations/assessments utilizing intellectual educational tools provided beforehand. Flipped exams anticipate finding out not only what students know, but also entice thinking in novel ways far from just rehearsing memorized material.…”

“…[1][2][3] "Flipped classrooms" have been an innovation much talked about recently and increasingly embraced by academics around the world. [4][5][6] In "flipped learning," the traditional teaching model is rotated, and the classroom hosts learners who have already engaged with prior study material via online lectures and pre-work activities. The time in class is, thus, expended in meaningful discussions, problem solving, and facilitating collaboration among students.…”

Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

“…This approach has been cited in health professional programs such as medicine, nursing, dentistry, and pharmacy [1][2][3][4][5][6][7]. Studies in these fields focus on student perception, satisfaction, and some on academic test scores.…”