RT Journal Article
SR Electronic
T1 Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 31
DO 10.5688/ajpe80231
VO 80
IS 2
A1 Bossaer, John B.
A1 Panus, Peter
A1 Stewart, David W.
A1 Hagemeier, Nick E
A1 George, Joshua
YR 2016
UL http://www.ajpe.org/content/80/2/31.abstract
AB Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module.Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates.Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate.Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.