American journal of pharmaceutical education
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Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. ⋯ Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.
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Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. ⋯ Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.
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To determine the ability of University of Maryland Eastern Shore School of Pharmacy's admissions criteria to predict students' academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. ⋯ Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans.
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To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. ⋯ This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application.