Pharmacy Practice, University of Kansas, School of Pharmacy - Wichita Regional Campus, 1010 N. Kansas St., Bldg. 92, Suite 2331, Wichita, KS 67214, United States.
University of Kansas, School of Pharmacy, 2010 Becker Dr., Lawrence, KS 66047, United States.
Curr Pharm Teach Learn. 2022 Jul;14(7):840-846. doi: 10.1016/j.cptl.2022.06.022. Epub 2022 Jun 25.
The purpose of this study was to determine the impact of a flipped classroom method based on cognitive science of learning strategies on student performance and experience in a third-year pharmacotherapy course.
The cognitive science of learning flipped classroom (CSL-FC) strategies in this study included pre-class learning (Preview), in-class application to cases (Retrieval), after-class learning (Spaced Retrieval), and post-module reflection (Deliberate Reflection) in a required pharmacotherapy course. During fall 2017, one instructor piloted the CSL-FC method. During fall 2018, this method expanded to four instructors. All other instructors used traditional lecture-based methods. The same multiple-choice exam questions were used both years. The average exam question scores between teaching methods were compared by independent t-test. Student focus groups were conducted after the 2017 semester. In 2018, students were surveyed using a 5-point Likert rating (1 = strongly agree, 5 = strongly disagree) to evaluate their experience.
The 2017 and 2018 classes included 132 and 137 students, respectively. During the two years, exam question scores were significantly better with CSL-FC (n = 136 questions) compared to traditional (n = 110 questions) (88.8% vs 84.9%, respectively; P = .02). The focus group analysis revealed three main themes including a "love-hate relationship," "time," and "it works." Student agreement to the survey question "the cognitive science of learning flipped classroom helped me learn" was 2.18 (SD 1.12).
Implementing a flipped classroom approach based on cognitive science of learning strategies positively impacted student performance and experience in a pharmacotherapy course.
本研究旨在确定基于学习策略认知科学的翻转课堂方法对三年级药物治疗课程中学生表现和体验的影响。
本研究中的学习策略认知科学翻转课堂（CSL-FC）策略包括课前学习（预习）、课堂案例应用（检索）、课后学习（间隔检索）和模块后反思（刻意反思）在一门必修的药物治疗课程中。2017 年秋季，一位教师试点了 CSL-FC 方法。2018 年秋季，该方法扩展到四位教师。所有其他教师都使用传统的基于讲座的方法。这两年都使用相同的多项选择题。通过独立 t 检验比较两种教学方法的平均考试问题得分。2017 学期后进行了学生焦点小组讨论。2018 年，学生使用 5 分李克特量表（1=非常同意，5=非常不同意）进行调查，以评估他们的体验。
2017 年和 2018 年的课程分别包括 132 名和 137 名学生。在这两年中，与传统方法（n=110 个问题）相比，基于认知科学的翻转课堂（CSL-FC）（n=136 个问题）的考试问题得分明显更好（分别为 88.8%和 84.9%；P=0.02）。焦点小组分析揭示了三个主要主题，包括“爱恨交加”、“时间”和“它有效”。学生对“学习策略认知科学翻转课堂有助于我学习”这一调查问题的认同度为 2.18（SD 1.12）。
基于学习策略认知科学的翻转课堂方法的实施对药物治疗课程中学生的表现和体验产生了积极影响。
