Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.

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The effect of flipped teaching combined with modified team-based learning on student performance in physiology

AJP Advances in Physiology Education ◽

10.1152/advan.00179.2016 ◽

2017 ◽

Vol 41 (3) ◽

pp. 363-367 ◽

Cited By ~ 18

Author(s):

Chaya Gopalan ◽

Megan C. Klann

Keyword(s):

Student Performance ◽

Student Attitudes ◽

Flipped Classroom ◽

Student Centered ◽

Student Centered Learning ◽

Innovative Teaching ◽

Class Time ◽

Teaching Format ◽

Team Based Learning ◽

Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

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Effect of flipped classroom methodology on the student performance of gastrointestinal and renal physiology entrants and repeaters

BMC Medical Education ◽

10.1186/s12909-020-02329-5 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Julio C. Sánchez ◽

Diego F. López-Zapata ◽

Óscar A. Pinzón ◽

Andrés M. García ◽

Martha D. Morales ◽

...

Keyword(s):

Student Performance ◽

Flipped Classroom ◽

Academic Failure ◽

Renal Physiology ◽

Final Exam ◽

Biological Stress ◽

Traditional Lectures ◽

Reported Study ◽

New Students ◽

Cortisol Levels

Abstract Background Physiology is a subject that is considered difficult; it is associated with academic failure and causes high levels of stress and anxiety in students. Methods This study compared the effectiveness of a traditional lecture-based methodology with that of a flipped classroom scheme focusing on cooperative ludic learning among gastrointestinal and renal physiology students. Two groups were subjected to these two different methods to teach gastrointestinal and renal physiology content divided into 14 topics. Additionally, two subgroups were identified in each group: entrants and repeaters. There were no differences in age or gender between the subgroups. Results Levels of self-perceived stress (measured by the SISCO scale), biological stress (measured by awakening salivary cortisol levels), and anxiety (measured by the Zung scale) were high in all of the students; the cortisol levels increased in the entrants and some of the scores in SISCO scale increased in the repeaters, throughout the study. The self-reported study time was longer in the students subjected to the flipped classroom-based method. The final exam results were better only in the new students facing the flipped methodology, but not in the repeaters, who scored lower on the final evaluation. The quantitative and qualitative assessments completed by the participants regarding the different aspects of the flipped-classroom-based methodology were favorable; however, the participants believed that traditional lectures should be maintained for specific topics. Conclusions A methodology based on flipped teaching was an effective strategy to improve academic performance ingastrointestinal and renal physiology, but only in new students.

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The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students

AERA Open ◽

10.1177/2332858418759266 ◽

2018 ◽

Vol 4 (1) ◽

pp. 233285841875926

Author(s):

Christina L. Carter ◽

Randolph L. Carter ◽

Alexander H. Foss

Keyword(s):

Black Students ◽

General Education ◽

Student Performance ◽

Liberal Arts ◽

Flipped Classroom ◽

Mixed Model ◽

College Mathematics ◽

Final Exam ◽

Percentage Points ◽

Mathematics Course

The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students.

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Effects of the Flipped Classroom Model on Student Performance for Vocational College Students

2016 International Conference on Educational Innovation through Technology (EITT) ◽

10.1109/eitt.2016.30 ◽

2016 ◽

Cited By ~ 2

Author(s):

Yuh-Tyng Chen ◽

Lin-Fan Chen

Keyword(s):

College Students ◽

Student Performance ◽

Flipped Classroom ◽

Vocational College

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A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

American Journal of Pharmaceutical Education ◽

10.5688/aj690351 ◽

2005 ◽

Vol 69 (3) ◽

pp. 51 ◽

Cited By ~ 68

Author(s):

Nathan R. Kuncel ◽

Marcus Credé ◽

Lisa L. Thomas ◽

David M. Klieger ◽

Stephanie N. Seiler ◽

...

Keyword(s):

Student Performance ◽

Meta Analysis ◽

College Admission ◽

Pharmacy Student ◽

Admission Test

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EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION

Revista de Ensino de Bioquímica ◽

10.16923/reb.v13i2.581 ◽

2014 ◽

Vol 13 ◽

pp. 13

Author(s):

J. C.V. Garzón ◽

M. L. Magrini ◽

E. Galembeck

Keyword(s):

Higher Education ◽

Augmented Reality ◽

Student Performance ◽

Learning Strategies ◽

Metabolic Pathways ◽

Flipped Classroom ◽

Data Bank ◽

Mobile App ◽

Bring Your Own Device ◽

Pedagogical Tools

Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content. Following the recommendations of NMC experts panel, we design an application named Augmented Reality Metabolic Pathways (ARMET) in order to improve motivation and to promote student interactivity to the development of skills needed to learn the metabolic pathways. Materials and methods: The ARMET app was developed using Unity, 3D molecules obtained from Protein Data Bank and ChemSpider-chemical structure database, the usage data are stored into a database (MySQL) and are analyzed using the statistical software R. Results and conclusions: ARMET mixes several technologies out of seven categories recommend in the NMC Horizon Report: Mobile app, Bring Your Own Device, Flipped Classroom, Learning Analytics and Augmented Reality. The principal criterion for the inclusion of those technologies into the app was its potential relevance to teaching and learning biochemistry. ARMET is available for iOS and Android platforms, and includes PDF files with a set of cards, the game board and classroom worksheet’s. The students and teachers can register for free. Teachers can create classes and track student performance. ARMET collects data for personalizing learning experiences addressing the challenge to build better pedagogical tools to establish effective formative assessment for metabolism teaching.

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“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

10.20944/preprints202010.0188.v1 ◽

2020 ◽

Author(s):

Nadia Singh

Keyword(s):

Student Performance ◽

Flipped Classroom ◽

Control Group ◽

First Year ◽

Classroom Design ◽

Final Exam ◽

Traditional Lecture ◽

Traditional Lectures ◽

Undergraduate Economics ◽

The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

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