Use of condensed videos in a flipped classroom for pharmaceutical calculations: Student perceptions and academic performance

The flipped teaching method was implemented through a series of multiple condensed videos for pharmaceutical calculations with student perceptions and academic performance assessed post-intervention. Student perceptions from the intervention group were assessed via an online survey. Pharmaceutical e...

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Bibliographic Details
Published in:Currents in pharmacy teaching and learning 2018-02, Vol.10 (2), p.206-210
Main Authors: Gloudeman, Mark W., Shah-Manek, Bijal, Wong, Terri H., Vo, Christina, Ip, Eric J.
Format: Article
Language:English
Subjects:
Academic Performance
Attitude
Computer-Assisted Instruction
Curriculum
Drug Dosage Calculations
Education, Pharmacy - methods
Educational Measurement
Flipped classroom
Humans
Perception
Personal Satisfaction
Pharmaceutical calculations
Pharmacy students
Problem-Based Learning
Students, Pharmacy
Surveys and Questionnaires
Videotape Recording
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Summary:The flipped teaching method was implemented through a series of multiple condensed videos for pharmaceutical calculations with student perceptions and academic performance assessed post-intervention. Student perceptions from the intervention group were assessed via an online survey. Pharmaceutical exam scores of the intervention group were compared to the control group. The intervention group spent a greater amount of class time on active learning. The majority of students (68.2%) thought that the flipped teaching method was more effective to learn pharmaceutical calculations than the traditional method. The mean exam scores of the intervention group were not significantly different than the control group (80.5 ± 15.8% vs 77.8 ± 16.8%; p = 0.253). Previous studies on the flipped teaching method have shown mixed results in regards to student perceptions and exam scores, where either student satisfaction increased or exam scores improved, but rarely both. The flipped teaching method was rated favorably by a majority of students. The flipped teaching method resulted in similar outcomes in pharmaceutical calculations exam scores, and it appears to be an acceptable and effective option to deliver pharmaceutical calculations in a Doctor of Pharmacy program.
ISSN:1877-1297
1877-1300
DOI:10.1016/j.cptl.2017.10.001