Vodcasts and Active-Learning Exercises in a "Flipped Classroom" Model of a Renal Pharmacotherapy Module

被引:358
作者
Pierce, Richard [1 ]
Fox, Jeremy [1 ]
机构
[1] Shenandoah Univ, Bernard J Dunn Sch Pharm, Winchester, VA 22601 USA
关键词
active learning; process-oriented guided inquiry learning; instructional design; pharmacotherapy; renal therapeutics;
D O I
10.5688/ajpe7610196
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Objective. To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Design. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Assessment. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.
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页数:5
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