Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course uri icon

abstract

  • 2016, American Journal of Pharmaceutical Education. All rights reserved. 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.

published proceedings

  • Am J Pharm Educ

author list (cited authors)

  • Koo, C. L., Demps, E. L., Farris, C., Bowman, J. D., Panahi, L., & Boyle, P.

citation count

  • 104

complete list of authors

  • Koo, Cathy L||Demps, Elaine L||Farris, Charlotte||Bowman, John D||Panahi, Ladan||Boyle, Paul

publication date

  • March 2016