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Am J Pharm Educ. 2012 Dec 12;76(10):196. doi: 10.5688/ajpe7610196.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

Author information

1
Bernard J. Dunn School of Pharmacy, Shenandoah University, Winchester, VA 22601, USA. rpierce@su.edu

Abstract

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.

KEYWORDS:

active learning; instructional design; pharmacotherapy; process-oriented guided inquiry learning; renal therapeutics

PMID:
23275661
PMCID:
PMC3530058
DOI:
10.5688/ajpe7610196
[Indexed for MEDLINE]
Free PMC Article
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