title: Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course.
abstract: Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered self-assessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course. The final grades improved after the redesign. Mean scores on the posttest improved from the pretest. Postcourse survey showed 88% of students were satisfied with the redesign. Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.
authors.affiliation: Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
authors.forename: Cathy L
authors.initials: CL
authors.lastname: Koo
authors.affiliation: Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
authors.forename: Elaine L
authors.initials: EL
authors.lastname: Demps
authors.affiliation: Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
authors.forename: Charlotte
authors.initials: C
authors.lastname: Farris
authors.affiliation: Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
authors.forename: John D
authors.initials: JD
authors.lastname: Bowman
authors.affiliation: Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
authors.forename: Ladan
authors.initials: L
authors.lastname: Panahi
authors.affiliation: Texas A&M Health Science Center Rangel College of Pharmacy, Kingsville, Texas.
authors.forename: Paul
authors.initials: P
authors.lastname: Boyle
mesh_terms: D000293:Adolescent; D000328:Adult; D003479:Curriculum; D004358:Drug Therapy / Q000379:methods; D004512:Education, Pharmacy; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D010465:Perception; D018794:Problem-Based Learning / Q000379:methods*; D013339:Students, Pharmacy; D055815:Young Adult
keywords: active learning; flipped classroom; pharmacotherapy; problem-based learning