Head Over Heels for New Teaching Strategies: Focus on the Flipped Classroom

 By Michael Plazak, PGY-1 Pharmacy Practice Resident, 

University of Maryland Medical Center

An increasing number of educators and institutions are moving away from the traditional lecture format and instead utilizing a variety of new teaching techniques. Some of these new approaches include: team-based learning, “flipped” classroom models, case-based learning, and online content through mediums such as modules and videos. Constant educational innovation was a ubiquitous theme during my four years at the University of North Carolina. I had the opportunity to experience all of these contemporary teaching methods first-hand throughout my time in pharmacy school, however, the “flipped” classroom was utilized most frequently by course coordinators. My first pharmaceutics class as a first-year pharmacy student harnessed pre-class online videos to introduce the concepts. Students were expected to master the material on their own prior to attendance at a physical class session. In-class activities included facilitated case discussions, the use of polling software, and quizzes that further elucidated the material and supplemented previously learned topics. My experience in a second-year pharmacokinetics course was very similar. Pharmacokinetic concepts were introduced to students through an abbreviated textbook, and then students were asked to solve complex cases during the in-class sessions. These contemporary teaching techniques mainly drew from the educational theory of cognitivism. My opportunity to experience all of these techniques first-hand intrigued me, therefore, I wanted to evaluate the actual outcomes of these educational practices.

Flipping the Classroom

       

Advances in technology during the 21^st century have allowed educators to utilize video and module-based lecture material for easy facilitation of pre-class learning. This method allows for actual class time to transition from content delivery in the form of a lecture to the promotion higher-order reasoning through cases and complex problems. Employing this technology within a course seems like a logical next step for today’s generations that already rely on it in every other aspect of daily living. In a randomized, between-subjects pilot study comparing an online module-based pharmacokinetics course to a lecture-based pharmacokinetics course, no difference was found between the learning formats in terms of knowledge gains and both groups rated these experiences highly. Additionally, students in this study were asked to rank their individual preferred learning style. Reading was ranked last by both cohorts (56% in the lecture-group and 66% in the module group)¹. This pilot study supported the idea that the modern student is more apt to utilize software, rather than read material as a supplement to in-class lecture and discussion. However, this preference for module-based activity did not translate into any meaningful outcomes. Students in both cohorts performed equally on class quizzes and exams. While this may not directly translate to true knowledge gained, I believe it does emphasize the point that students learn best in a variety of different ways. One limitation of this pilot study to note is that the multimedia module and reading material were not truly compared. Students in each cohort did not have access to both the modules and the reading material.

        A follow-up study in 2015 attempted to further elucidate the results of the previously mentioned pilot study. This study was conducted in the same “flipped classroom” pharmacokinetics course. The course still utilized online pre-class materials (an online PDF and an online module) and team-based learning, however, students were given access to both mediums for pre-class preparation. Throughout the semester, students were given a total of five quizzes on the material covered in the pre-class readings or videos. Additionally, students were asked to comment on their preferred preparation medium. A total of 364 students responded to a survey at the end of the course. Of those that responded, 67% preferred the online reading material compared to 16% who preferred the module (p=0.05). The major reasons for PDF preference included: ability to self-pace learning and the ability to easily restudy the material prior to a quiz². In an age where technology’s grasp continues to take over the lives of more and more people, these results are intriguing. It is important to consider that this study was conducted in a pharmacokinetics course, which may not translate well to a video-based format. Many learners still prefer to work out examples when arithmetic and algebra are at the core of a topic.

        These small studies barely scrape the surface of the ever-evolving world of education, and they highlight the idea that each student learns best in different ways. These new concepts of a “flipped classroom”, team-based learning, case discussions, and the use of online modules provide unique learning opportunities for students, however, they also have a diversity of educational theories at their core. The theory of cognitivism can be found in the pre-class material. It allows students to draw on knowledge and ideas learned prior to class, and asks them to critically think about a complex problem, and ultimately provide the best solution. The theory of social learning is emphasized in team-based activities. Students have the opportunity to learn from each other and therefore, are exposed a broader range of concepts and thought processes. This diversity exposes students to a variety of teaching philosophies, and allows each student in a course to progress their knowledge in different ways.  

 References: 

1.   A.M. Persky, Multi-faceted approach to improve learning in pharmacokinetics, Am J Pharm Educ, 72(2) Article 36, 2008

2.   A.M. Persky, Qualitative analysis of animation versus reading for pre-class preparation in a “flipped” classroom in a professional pharmacy program, J Excel College Teach, 26(1): 2015