Title
Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom
Document Type
Article
Publication Date
3-25-2016
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.
Citation Information
Bossaer, John B.; Panus, Peter; Stewart, David W.; Hagemeier, Nick E.; and George, Joshua. 2016. Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom. American Journal of Pharmaceutical Education. Vol.80(2). https://doi.org/10.5688/ajpe80231 ISSN: 0002-9459
Included in
Pharmacy and Pharmaceutical Sciences Commons, Scholarship of Teaching and Learning Commons
Copyright Statement
© American Journal of Pharmaceutical Education. This document was originally published in American Journal of Pharmaceutical Education.