Camiel Lana Dvorkin, Mistry Amee, Schnee David, Tataronis Gary, Taglieri Catherine, Zaiken Kathy, Patel Dhiren, Nigro Stefanie, Jacobson Susan, Goldman Jennifer
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Am J Pharm Educ. 2016 May 25;80(4):67. doi: 10.5688/ajpe80467.
Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did.
目的。根据学生对内容呈现方式的偏好，评估学生在一门 “非常大型” 的自我护理课程中对翻转式小组合作学习（TBL）模式的表现/态度。设计。对选修该课程的三年级学生就课程重新设计和作业完成情况进行了调查。此外，还评估了他们的表现和入学平均绩点。评估。305名学生中有286名完成了一项调查。19% 的受访者倾向于传统的内容呈现方式，30% 倾向于翻转式TBL，48% 倾向于混合模式，3% 没有偏好。该课程取得的成绩为：A（49%）、B（48%）、C（3%）和D（0%）。大多数学生完成了 “全部” 或 “大部分” 作业，认可课程重新设计的特点，觉得课前准备和课堂活动让他们参与其中，并表示沟通/评估技能有所提高。内容呈现方式的偏好显著影响态度。结论。学生对翻转式小组合作学习课堂模式反应积极，尤其是那些倾向于翻转式TBL或混合内容呈现方式的学生。少数偏好传统教学风格的学生不喜欢这种新形式；然而，他们的学业成绩与喜欢新形式的学生没有显著差异。
