Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom
Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students...
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2016
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ndltd-ETSU-oai-dc.etsu.edu-etsu-works-25022019-05-16T05:04:41Z Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom Bossaer, John B. Panus, Peter Stewart, David W. Hagemeier, Nick E. George, Joshua Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques. 2016-03-25T07:00:00Z text application/pdf https://dc.etsu.edu/etsu-works/1477 https://dc.etsu.edu/cgi/viewcontent.cgi?article=2502&context=etsu-works ETSU Faculty Works Digital Commons @ East Tennessee State University oncology active learning flipped classroom pharmacotherapy therapeutics Pharmacy Practice Higher Education Pharmacy and Pharmaceutical Sciences Scholarship of Teaching and Learning |
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oncology active learning flipped classroom pharmacotherapy therapeutics Pharmacy Practice Higher Education Pharmacy and Pharmaceutical Sciences Scholarship of Teaching and Learning |
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oncology active learning flipped classroom pharmacotherapy therapeutics Pharmacy Practice Higher Education Pharmacy and Pharmaceutical Sciences Scholarship of Teaching and Learning Bossaer, John B. Panus, Peter Stewart, David W. Hagemeier, Nick E. George, Joshua Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom |
description |
Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module.
Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates.
Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate.
Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques. |
author |
Bossaer, John B. Panus, Peter Stewart, David W. Hagemeier, Nick E. George, Joshua |
author_facet |
Bossaer, John B. Panus, Peter Stewart, David W. Hagemeier, Nick E. George, Joshua |
author_sort |
Bossaer, John B. |
title |
Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom |
title_short |
Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom |
title_full |
Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom |
title_fullStr |
Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom |
title_full_unstemmed |
Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom |
title_sort |
student performance in a pharmacotherapy oncology module before and after flipping the classroom |
publisher |
Digital Commons @ East Tennessee State University |
publishDate |
2016 |
url |
https://dc.etsu.edu/etsu-works/1477 https://dc.etsu.edu/cgi/viewcontent.cgi?article=2502&context=etsu-works |
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