Learning Outcomes and Student Preferences with Flipped vs Lecture/Case Teaching Model in a Block Curriculum

Area of Science:

• Pharmacy Education
• Instructional Design
• Pharmacotherapy

Background:

• Traditional lecture formats are common in Doctor of Pharmacy (PharmD) programs.
• The flipped classroom model offers an alternative pedagogical approach.
• Evaluating its effectiveness in specialized courses like pharmacotherapy is crucial.

Purpose of the Study:

• To evaluate the impact of the flipped classroom instructional method on PharmD students' learning outcomes.
• To assess student preferences and study habits associated with the flipped classroom.
• To compare the flipped classroom with a traditional lecture/case format in a block curriculum.

Main Methods:

• PharmD students experienced a flipped classroom (pre-class modules, in-class activities) for specific pharmacotherapy topics.
• Student performance was compared between the flipped and traditional lecture/case formats.
• Surveys assessed student preferences and study habits before and after the intervention.

Main Results:

• Formal assessment scores were higher for topics taught using the flipped classroom method compared to the lecture/case format.
• Approximately half of the students found the flipped format beneficial, but a majority preferred live lectures.
• Most students found the preparation time adequate and reported a positive or neutral experience.

Conclusions:

• The flipped classroom method is supported for teaching pharmacotherapy topics in a block curriculum.
• Student resistance exists despite perceived benefits, highlighting a need for further pedagogical consideration.
• Integrating active learning strategies within pharmacotherapy education warrants continued investigation.