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Am J Pharm Educ. 2016 May 25;80(4):66. doi: 10.5688/ajpe80466.

Evaluation of a Flipped Drug Literature Evaluation Course.

Author information

1
Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, Michigan.

Abstract

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.

KEYWORDS:

Teaching/methods (education, pharmacy/methods); educational measurement; flipped classroom (students, pharmacy)

PMID:
27293233
PMCID:
PMC4891864
DOI:
10.5688/ajpe80466
[Indexed for MEDLINE]
Free PMC Article

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