Flipped classroom showdown: game-based vs. case-based learning in pharmacy education | JoVE Visualize

Area of Science:

Medical Education
Pharmacy Education
Active Learning Strategies

Background:

Active learning methods, including flipped classrooms, case-based learning (CBL), and game-based learning (GBL), are crucial in medical and pharmacy education.
While studies suggest benefits, direct comparisons of CBL and GBL within virtual flipped classrooms are limited, especially regarding learning outcomes and student satisfaction.
This study addresses this gap by comparing the effectiveness of GBL and CBL in a virtual flipped classroom setting for pharmacy students.

Purpose of the Study:

To compare the effectiveness of game-based learning (GBL) versus case-based learning (CBL) in a virtual flipped classroom for pharmacy pharmacotherapy education.
To assess and compare learning outcomes between GBL and CBL groups.
To measure and compare student satisfaction levels with GBL and CBL methods.

Main Methods:

Fifty-six fourth-year PharmD students were randomly assigned to either the GBL or CBL group.
Both groups participated in virtual flipped instruction classrooms on pharmacotherapy topics, followed by in-class activities.
Learning outcomes were assessed using knowledge-based tests, and student satisfaction was measured via a validated questionnaire. Data were analyzed using descriptive and inferential statistics.

Main Results:

Both GBL and CBL groups demonstrated significant learning gains, with consistently higher (though not statistically significant) test scores observed in the GBL group.
Student satisfaction was higher in the GBL group (3.82) compared to the CBL group (3.61), with a notable positive impact on students with lower GPAs in the GBL group.
No statistically significant differences were found in test scores or satisfaction levels between the GBL and CBL groups, although GBL showed a slight-to-moderate effect size advantage in final test scores and progress rates.

Conclusions:

Both case-based learning (CBL) and game-based learning (GBL) are effective methods for enhancing student learning outcomes within a virtual flipped classroom in pharmacy education.
There were no statistically significant differences in test performance or student satisfaction between the GBL and CBL methods.
Overall, CBL and GBL are equally effective pedagogical approaches for virtual pharmacy education settings.