Evaluation of a Flipped Drug Literature Evaluation Course.
Objective. To evaluate a flipped drug literature evaluation course for first-year pharmacy students. Design. A drug literature evaluation course was flipped during the 2014 winter semester. Homework from 2013 was transformed into activities and lectures were transformed into multiple short YouTube videos. Assessment. Average examination scores increased from 75.6% to 86.1%. Eighty-two of 94 students completed the postcourse survey in 2014. Compared to traditional lecture, 59.8% of students indicated they preferred the flipped course. Additionally, students felt the course was important, the in-class activities were helpful, and some of the YouTube videos could be improved. We found length of the video to be significantly correlated with the percentage of videos viewed. Conclusion. The flipped model should be considered in drug literature evaluation courses that seek to increase the amount of active learning in the classroom.
Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, Michigan.
Christopher Alan
CA
Giuliano
Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, Michigan.
Lynette R
LR
Moser
D003479:Curriculum / Q000592:standards*; D004512:Education, Pharmacy / Q000379:methods / Q000592:standards*; D004521:Educational Measurement / Q000379:methods / Q000592:standards; D006801:Humans; D008513:Medicine in Literature; D004364:Pharmaceutical Preparations; D018794:Problem-Based Learning / Q000379:methods / Q000592:standards*; D013339:Students, Pharmacy; D011795:Surveys and Questionnaires
D004364:Pharmaceutical Preparations
Teaching/methods (education, pharmacy/methods); educational measurement; flipped classroom (students, pharmacy)