Vodcasts and Active-Learning Exercises in a "Flipped Classroom" Model of a Renal Pharmacotherapy Module
Vodcasts and Active-Learning Exercises in a "Flipped Classroom" Model of a Renal Pharmacotherapy Module
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DOI：
10.5688/ajpe7610196
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发表时间：
2012-01-01
影响因子：
3.3
通讯作者：
Fox, Jeremy
中科院分区：
文献类型：
--
作者：
Pierce, Richard;Fox, Jeremy
Objective.为肾脏药物治疗主题模块实施“翻转课堂”模式，并评估对药学学生表现和态度的影响。学生们在上课前观看了讲座的播客（视频播客），然后在课堂上讨论了终末期肾病患者的互动病例。一个过程为导向的引导探究学习（POGIL）活动的开发和实施，补充，总结，并允许应用程序中所包含的材料在以前查看的讲座。评估。与前一年在传统课堂环境中完成同一模块的学生相比，学生在期末考试中的表现有了显著改善。学生对POGIL活动和翻转课堂教学模式的评价大多是积极的。实施翻转课堂模式，教肾药物治疗模块导致学生的表现和良好的学生对教学方法的看法。一些可能有助于学生提高成绩的因素包括：学生在上课前与课程材料进行中介接触，在模块期间进行基准和形成性评估，以及互动课堂活动。
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.