Wong Terri H, Ip Eric J, Lopes Ingrid, Rajagopalan Vanishree
California College of Pharmacy, Touro University, Vallejo, California.
Am J Pharm Educ. 2014 Dec 15;78(10):185. doi: 10.5688/ajpe7810185.
To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions.
An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group.
The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 ± 2.0% vs 56.8 ± 2.2%, respectively) and therapeutics (89.2 ± 1.4% vs 73.7 ± 2.1%, respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities.
Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities.
在心律失常的3节课程试点中实施翻转教学法，并评估该干预措施对学业成绩和学生看法的影响。
101名一年级药学专业学生组成干预组，他们在心律失常的3节课程（基础科学、药理学和治疗学各1节）上课前观看了预先录制的讲座，采用翻转教学法授课。课堂时间集中于主动学习和基于案例的练习。然后学生参加了包括心律失常相关问题的期末考试。将干预组的考试成绩与2011年春季105名采用传统教学方法上课的一年级对照组学生的成绩进行比较。进行了一项在线调查以评估干预组学生的反馈。
在药理学（分别为89.6±2.0%和56.8±2.2%）和治疗学（分别为89.2±1.4%和73.7±2.1%）的心律失常课程中，干预组的平均考试成绩显著高于对照组。调查表明，学生对学习目标、录制内容和课堂活动评价较高的翻转课堂满意度更高。
在心律失常的3节课程试点中使用翻转教学法提高了3门课程中2门课程（药理学和治疗学）的考试成绩。学生满意度受学习目标、预先录制讲座和课堂主动学习活动质量的影响。
