Giuliano Christopher Alan, Moser Lynette R
Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, Michigan.
Am J Pharm Educ. 2016 May 25;80(4):66. doi: 10.5688/ajpe80466.
Objective. To evaluate a flipped drug literature evaluation course for first-year pharmacy students. Design. A drug literature evaluation course was flipped during the 2014 winter semester. Homework from 2013 was transformed into activities and lectures were transformed into multiple short YouTube videos. Assessment. Average examination scores increased from 75.6% to 86.1%. Eighty-two of 94 students completed the postcourse survey in 2014. Compared to traditional lecture, 59.8% of students indicated they preferred the flipped course. Additionally, students felt the course was important, the in-class activities were helpful, and some of the YouTube videos could be improved. We found length of the video to be significantly correlated with the percentage of videos viewed. Conclusion. The flipped model should be considered in drug literature evaluation courses that seek to increase the amount of active learning in the classroom.
目的。评估面向一年级药学专业学生的翻转式药物文献评估课程。设计。2014年冬季学期，一门药物文献评估课程进行了翻转。2013年的作业被转化为活动，讲座被转化为多个简短的YouTube视频。评估。平均考试成绩从75.6%提高到了86.1%。2014年，94名学生中有82名完成了课程后的调查。与传统讲座相比，59.8%的学生表示他们更喜欢翻转课程。此外，学生们认为该课程很重要，课堂活动很有帮助，一些YouTube视频还有改进的空间。我们发现视频长度与观看视频的百分比显著相关。结论。对于旨在增加课堂主动学习量的药物文献评估课程，应考虑采用翻转模式。
