• Lana Dvorkin Camiel, Amee Mistry, David Schnee, Gary Tataronis, Catherine Taglieri, Kathy Zaiken, Dhiren Patel, Stefanie Nigro, Susan Jacobson, and Jennifer Goldman.
• Massachusetts College of Pharmacy and Health Sciences, Boston, Massachusetts.
• Am J Pharm Educ. 2016 May 25; 80 (4): 67.

AbstractObjective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did.

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