Jennifer A Wilson1, Rashi C Waghel2, Melissa M Dinkins3. 1. Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States. Electronic address: j.wilson@wingate.edu. 2. Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States. Electronic address: r.waghel@wingate.edu. 3. Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States. Electronic address: l.dinkins@wingate.edu.
Abstract
BACKGROUND AND PURPOSE: To examine the educational outcomes comparing flipped classroom method versus a didactic method with active learning in two semesters of a modified team-based learning (TBL) self-care pharmacotherapy course and explore student-identified preferences for teaching modality. EDUCATIONAL ACTIVITY AND SETTING: Grade performance on readiness assurance processes, both individual (iRAP) and team (tRAP), and exam questions were compared in two semester-long course offerings. Additionally, students were surveyed pre- and post-course. FINDINGS: The mean iRAP scores were 81.9% for the didactic method and 80.7% for the flipped method (p = .092). The mean tRAP scores were 93.6% for both didactic and flipped methods (p = .979). Mean exam performance for content taught using didactic and flipped methods were 83.3% and 83.5%, respectively (p = .730). Pre-course respondents indicated the following preferences: didactic (27.7%), flipped (9%), combination (58.2%), no preference (5.1%). Post-course, 46.8% preferred didactic, 5.7% preferred flipped, and 47.5% preferred a combination. Respondents perceived the didactic method helped develop deeper understanding, stimulated greater interest, and improved retention; however, they felt the flipped method improved critical thinking and application. SUMMARY: There were no statistically significant differences in student outcomes comparing teaching methods while student preference for the flipped classroom decreased.
BACKGROUND AND PURPOSE: To examine the educational outcomes comparing flipped classroom method versus a didactic method with active learning in two semesters of a modified team-based learning (TBL) self-care pharmacotherapy course and explore student-identified preferences for teaching modality. EDUCATIONAL ACTIVITY AND SETTING: Grade performance on readiness assurance processes, both individual (iRAP) and team (tRAP), and exam questions were compared in two semester-long course offerings. Additionally, students were surveyed pre- and post-course. FINDINGS: The mean iRAP scores were 81.9% for the didactic method and 80.7% for the flipped method (p = .092). The mean tRAP scores were 93.6% for both didactic and flipped methods (p = .979). Mean exam performance for content taught using didactic and flipped methods were 83.3% and 83.5%, respectively (p = .730). Pre-course respondents indicated the following preferences: didactic (27.7%), flipped (9%), combination (58.2%), no preference (5.1%). Post-course, 46.8% preferred didactic, 5.7% preferred flipped, and 47.5% preferred a combination. Respondents perceived the didactic method helped develop deeper understanding, stimulated greater interest, and improved retention; however, they felt the flipped method improved critical thinking and application. SUMMARY: There were no statistically significant differences in student outcomes comparing teaching methods while student preference for the flipped classroom decreased.
Authors: Ahmad A Shahba; Zaid Alashban; Ibrahim Sales; Abdelrahman Y Sherif; Osman Yusuf Journal: Int J Environ Res Public Health Date: 2022-03-25 Impact factor: 3.390