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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course

Lana Dvorkin Camiel1, Amee Mistry1, David Schnee1

  • 1Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.

American Journal of Pharmaceutical Education
|June 14, 2016
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Summary

Students in a large self-care course responded positively to a flipped team-based learning (TBL) format, particularly those preferring mixed or flipped content delivery. Academic performance remained consistent across different content delivery preferences.

Keywords:
content deliveryflipped classroomlarge classroomself-careteam-based learning

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Area of Science:

  • Medical Education
  • Pedagogy
  • Health Sciences

Background:

  • Traditional lecture-based learning is common in large health science courses.
  • Flipped team-based learning (TBL) offers an alternative pedagogical approach.
  • Evaluating student reception and academic outcomes of novel teaching methods is crucial.

Purpose of the Study:

  • To assess student performance and attitudes towards a flipped TBL format in a large self-care course.
  • To investigate the impact of student content delivery preference on their experience.
  • To compare academic outcomes between students with different learning format preferences.

Main Methods:

  • A survey was administered to third-year students in a large self-care course.
  • Student preferences for traditional, flipped TBL, or mixed content delivery were recorded.
  • Academic performance (grades) and homework completion rates were evaluated.
  • Incoming grade point averages were used as a covariate.

Main Results:

  • A majority of students (78%) preferred either flipped TBL or a mixed content delivery format.
  • Most students completed homework, appreciated course redesign, and reported improved skills.
  • Student attitudes were significantly influenced by their content delivery preference.
  • No significant difference in academic performance was observed between students preferring different formats.

Conclusions:

  • The flipped TBL format was positively received by the majority of students, especially those preferring active learning approaches.
  • A minority preferring traditional methods had less favorable attitudes but similar academic outcomes.
  • Flipped TBL can be an effective educational strategy in large health science courses, accommodating diverse learning preferences.