Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.
Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did.
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Lana Dvorkin
LD
Camiel
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Amee
A
Mistry
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
David
D
Schnee
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Gary
G
Tataronis
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Catherine
C
Taglieri
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Kathy
K
Zaiken
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Dhiren
D
Patel
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Stefanie
S
Nigro
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Susan
S
Jacobson
Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
Jennifer
J
Goldman
D001290:Attitude; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D018794:Problem-Based Learning / Q000379:methods*; D012648:Self Care / Q000379:methods; D013339:Students, Pharmacy / Q000523:psychology*; D055815:Young Adult
content delivery; flipped classroom; large classroom; self-care; team-based learning