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Updated: Jan 27, 2026

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
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Pre-Class Learning Methods for Flipped Classrooms.

Emily Han1, Kristin C Klein1

  • 1University of Michigan College of Pharmacy, Ann Arbor, Michigan.

American Journal of Pharmaceutical Education
|March 22, 2019
PubMed
Summary
This summary is machine-generated.

Pharmacy schools utilize reading materials or video lectures for pre-class learning in flipped classrooms (FC) and team-based learning (TBL). Students prefer guided, brief assignments with clear objectives for effective foundational knowledge.

Keywords:
flipped classroompre-classpre-workteam-based learning

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Area of Science:

  • Pharmacy Education
  • Active Learning Strategies

Background:

  • Flipped classrooms (FC) and team-based learning (TBL) are increasingly adopted in pharmacy curricula.
  • Effective pre-class learning is crucial for the success of in-class activities and higher-order thinking.

Purpose of the Study:

  • To review pre-class learning modalities in FC and TBL within pharmacy education.
  • To identify best practices for pre-class preparation in these active learning models.

Main Methods:

  • A systematic review of 48 articles was conducted.
  • The review focused on pre-class learning modalities and student preferences.

Main Results:

  • Reading materials and video lectures were the most common pre-class modalities.
  • Students favored pre-class assignments that were guided, brief, and had clear objectives.

Conclusions:

  • Pharmacy institutions are implementing diverse pre-class learning strategies in FC and TBL.
  • Further research is needed to compare the impact of different pre-class materials on knowledge retention and learning outcomes.