Evaluating Instructional Efficiency in a Flipped Classroom: A Pilot Study in a Pharmacotherapy Course

This study aims to evaluate the instructional efficiency of preclass learning materials in an integrated pharmacotherapy course, using mental effort and assessment performance as metrics.

This pilot study was conducted in a required pharmacotherapy course that uses a flipped classroom approach. Third-year PharmD students completed preclass learning activities across 6 different modules and 2 sections during the Fall 2024 semester. Preclass materials primarily consisted of readings and guided learning questions. Mental effort, measured using the Paas scale, and performance on individual readiness assurance tests were standardized and used to calculate the instructional efficiency of preclass materials for each module. Data were used to inform decision-making related to course quality improvement.

A total of 129 students participated, with a response rate greater than 90% for the mental effort survey. Assessment performance data were available for all students. Instructional efficiency scores identified less efficient topics, such as atrial fibrillation and acute coronary syndrome, as areas for quality improvement. Efficiency graphs compared instructional efficiency across modules and sections, highlighting specific areas in need of refinement.

Preclass learning is essential but challenging in flipped classrooms. Instructional efficiency measures can support quality improvement by identifying inefficient learning tasks. Efficiency data can guide decision-making and allow for year-over-year comparisons of course topics. Strategies informed by cognitive load theory and motivational theory can improve instructional efficiency and promote student success.