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

Bossaer, John B.; Panus, Peter C.; Stewart, David W.; Hagemeier, Nick; George, Joshua

doi:10.5688/ajpe80231

Cited by 63 publications

(66 citation statements)

References 9 publications

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“…For instructors, the investments into digital pedagogy, which requires enormous time resources in additional to technical upskilling, might not produce a commensurate output in gained student performance. These findings were in line with other studies that observed no effects following the migration towards a flipped learning approach (Bossaer et al, ; Nishigawa et al, ).…”

Section: Resultssupporting

confidence: 93%

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Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

Maycock

Lambert

Bane

2018

Computer Assisted Learning

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This action research study follows a between-subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second-semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model.Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning.

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Section: Resultssupporting

confidence: 93%

“…Mixed results were reported in four cases (Yestrebsky, ; Liebert, Lin, Mazer, Bereknyei, & Lau, ; Heyborne & Perret, ; Betihavas, Bridgman, Kornhaber, & Cross, ). A small number of cases reported no effect (Bossaer, Panus, Stewart, Hagemeier, & George, ; Nishigawa et al, ).…”

Section: Introductionmentioning

confidence: 99%

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

Maycock

Lambert

Bane

2018

Computer Assisted Learning

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“…The neutrality of student performance in ICM vs. traditional courses has been demonstrated in other disciplines outside of chiropractic, including pharmacy education, medical education, and nursing education. [14][15][16] In retrospect, the statement ''I possess the time management skills needed to be successful in this type of course format'' could have been presented either as an individual item and/or presented earlier in the survey, because of its contextual importance. Since time management skills is an indicator of student ''readiness'' for success in this type of course format, students' responses to this statement may have strongly influenced their responses to subsequent survey items.…”

Section: Discussionmentioning

confidence: 99%

Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology

Burnham¹,

Mascenik²

2018

Journal of Chiropractic Education

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Objective: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test scores as the measure of student performance. Methods: The two teaching methodologies examined were a traditional lecture-based method face-to-face (F2F) method and an inverted classroom method (ICM). Student perceptions of the ICM method were measured using a course survey in which students were asked to compare their experiences in the ICM class with experiences in a traditional F2F class. Classroom exams were administered in the same way in the traditional F2F lecture and ICM courses. Student test averages obtained in both pedagogies were compared for equivalence using an independent samples t-test. A six-question survey was developed to assess student perception of the ICM classroom compared to that for the traditional lecture-based classroom. Results: Test performance of students in the ICM was equivalent to that of students receiving traditional F2F lectures. Mean difference between test scores for the ICM and traditional F2F groups was 1.9 points (95% confidence interval [CI], À4.0-0.14). Survey responses indicated that respondents feel positively about self-learning in ICM and prefer the flexibility provided by ICM. Conclusion: This study provides evidence that the ICM method of teaching clinical microbiology can replace the traditional F2F method without loss of student performance. Respondent perceptions of the inverted classroom were positive, with students favoring the flexibility.

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“…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.…”

Section: The Flipped Classroom In Health Professional Schoolsmentioning

confidence: 99%

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

2017

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Abstract:The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

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

Cited by 63 publications

References 9 publications

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology

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

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