Koo Cathy L, Demps Elaine L, Farris Charlotte, Bowman John D, Panahi Ladan, Boyle Paul
Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
Am J Pharm Educ. 2016 Mar 25;80(2):33. doi: 10.5688/ajpe80233.
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 self-assessment 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.
目的。在面向二年级药学专业学生的必修药物治疗学课程中，确定与传统讲座式课程设计相比，翻转课堂设计是否能提高学生成绩以及对学习体验的认知。设计。学生在参加涉及患者病例讨论的面对面课程之前，观看关于基础概念的简短在线视频并回答自我评估问题。评估。通过课前/课后测试以及课前/课后调查，评估学生在重新设计课程前后的短期知识保留情况和认知。重新设计后最终成绩有所提高。课后测试的平均分数比课前测试有所提高。课后调查显示88%的学生对重新设计感到满意。学生们表示，他们欣赏视频观看的灵活性以及病例讨论期间的知识应用，但也有一些学生在课程的时间要求方面存在困难。结论。在实施的第一年，重新设计的课程提高了学生的测试成绩以及对学习体验的认知。
