Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2014 Dec 15;78(10):185.
doi: 10.5688/ajpe7810185.

Pharmacy students' performance and perceptions in a flipped teaching pilot on cardiac arrhythmias

Terri H Wong  1 , Eric J Ip  1 , Ingrid Lopes  1 , Vanishree Rajagopalan  1
Affiliations

Pharmacy students' performance and perceptions in a flipped teaching pilot on cardiac arrhythmias

Terri H Wong et al. Am J Pharm Educ. .

Abstract

Objective: To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions.

Design: An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group.

Assessment: The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 ± 2.0% vs 56.8 ± 2.2%, respectively) and therapeutics (89.2 ± 1.4% vs 73.7 ± 2.1%, respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities.

Conclusion: Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities.

Keywords: active learning; flipped classroom; inverted classroom; pharmacy education; teaching methods.

PubMed Disclaimer

References

    1. Bergmann J, Sams A. Flip your Classroom: Reach Every Student in Every Class Every Day. Eugene, OR: International Society for Technology in Education; 2012.
    1. Lage M, Platt G, Treglia M. Inverting the classroom: a gateway to creating an inclusive learning environment. J Econ Educ. 2000;31(1):30–43.
    1. Pew Research Center. Millennials: A Portrait of Generation Next. February 2010. http://www.pewsocialtrends.org/files/2010/10/millennials-confident-conne.... Accessed February 9, 2014.
    1. Prober CG, Khan S. Medical education reimagined: s call to action. Acad Med. 2013;88(10):1407–1410. - PubMed
    1. Blouin RA, Joyner PU, Pollack GM. Preparing for a renaissance in pharmacy education: the need, opportunity, and capacity for change. Am J Pharm Educ. 2008;72(2):Article 42. - PMC - PubMed