Gubbiyappa Kumar Shiva, Barua Ankur, Das Biswadeep, Vasudeva Murthy C R, Baloch Hasnain Zafar
Department of Life Sciences, School of Pharmacy, International Medical University, 57000 Kuala Lumpur, Malaysia.
Department of Community Medicine, International Medical University, 57000 Kuala Lumpur, Malaysia.
Indian J Pharmacol. 2016 Oct;48(Suppl 1):S41-S46. doi: 10.4103/0253-7613.193313.
Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program.
In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done.
Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1-8.9) at the risk of providing neutral or negative feedback than high achievers ( = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3-11.8) at the risk of becoming low or middle achievers during the end of semester examination ( = 0.013). The multivariate analysis of "Agree" or "Disagree" and "Agree" or "Strongly Agree" was statistically significant.
This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method.
翻转课堂（FC）是一种通过取代传统讲授式讲座让学生参与学习过程的教学模式。借助技术手段，讲座被移出课堂并在线提供，以实现互动与协作。Poll Everywhere是一种观众反应系统（ARS），可用于翻转课堂，使活动更有趣、更具吸引力且互动性更强。本研究旨在探讨本科药学专业学生对使用Poll Everywhere ARS的翻转课堂活动的看法，并研究翻转课堂活动作为本科药学专业补充医学模块教学工具的有效性。
在这项非随机的中断时间序列研究试验中，对112名药学专业五年级学生进行了翻转课堂教学。所选主题为补充医学模块中常见的草药疗法。翻转课堂以音频和视频形式呈现，采用涵盖学习目标的十个单项最佳答案型多项选择题进行测验。通过与Poll Everywhere的基于网络的互动获取观众反应。在翻转课堂活动结束时从参与者那里获得反馈并进行总结汇报。
最终分析纳入了随机选取的112份完整回复。有47名（42%）男性和65名（58%）女性受访者。反馈问卷的总体克朗巴哈系数为0.912。问卷中各项目的集中趋势和离散程度表明了翻转课堂的有效性。在翻转课堂活动期间测验环节（预测试）中成绩低或中等的学生给出中性或负面反馈的风险是成绩高的学生的三倍（95%置信区间[CI]=1.1 - 8.9）（P = 0.040）。那些对翻转课堂活动给出中性或负面反馈的学生在学期末考试时成为成绩低或中等的学生的风险是其他学生的3.9倍（95% CI = 1.3 - 11.8）（P = 0.013）。对“同意”或“不同意”以及“同意”或“强烈同意”的多变量分析具有统计学意义。
本研究为药学专业学生如何学习和发展其认知功能提供了见解。结果表明，使用Poll Everywhere的翻转课堂活动是一种有效的教学方法。
