Evaluation of a "flipped" classroom model within a pharmacy professional practice class: a comparison across three consecutive cohorts

Naik, P.; Balashanker, S.; Emtage, A.; Boyd, M.J.

Abstract

Background: The “flipped” classroom model promotes student responsibility for learning and increased one-on-one interaction with the instructor (Bergmann & Sams, 2012) allowing classroom time to be maximised for more complex activities. This model was first implemented during the Professional Practice (dispensing) classes of the M.Pharm programme at the University of Nottingham in September 2014.
Aims: To investigate student performance across three consecutive cohorts at the Malaysia campus, one before and two after the implementation of the “flipped” classroom model.
Method: Students’ performance for one particular practical each during the 2nd and 1styear of the programme was retrospectively analysed. Average exercises completed per student, percentage who completed a complex exercise requiring role-play, and percentage making a particular serious error were monitored. Data were analysed using descriptive statistics. Ethical approval was secured from the Science & Engineering Research Ethics Committee of the university.
Results: Average exercises completed during the 2ndyear practical significantly (
p

Citation

Naik, P., Balashanker, S., Emtage, A., & Boyd, M. (2017). Evaluation of a "flipped" classroom model within a pharmacy professional practice class: a comparison across three consecutive cohorts.

• Conference Name: Pharmacy Education Conference 2017
• Acceptance Date: Apr 25, 2017
• Publication Date: Jun 26, 2017
• Deposit Date: Jun 25, 2018
• Publicly Available Date: Jun 25, 2018
• Peer Reviewed: Peer Reviewed
• Public URL: https://nottingham-repository.worktribe.com/output/868474
• Publisher URL: http://pharmacyeducation.fip.org/pharmacyeducation/article/view/577