Affiliation:
1. Samford University, USA
Abstract
Introduction: Over the last several years, pharmacy education has been moving towards a blended/hybrid model of learning. The purpose of this study was to evaluate the impact of a hybrid, multi-modal design in a diabetes sequence.
Method: A diabetes series was converted from a lecture-based to a hybrid design. Percentage scores from Exam 1 and Final exam questions compared a control cohort to different cohorts over two years. Primary outcome measure was student scores.
Results: The score difference on Exam 1 between the 2015 and 2017 cohorts was -6.69 (p = 0.19). Comparison of 2016 and 2017 showed a -5.13% (p = 0.33) score change. An 8.6-point improvement in Final exam scores was observed. Both hybrid model cohorts scored higher on questions related to insulin titration and treatment selection.
Conclusion: No change in knowledge acquisition using the hybrid multi-modal design was seen; however there an improvement in knowledge retention was observed.
Publisher
International Pharmaceutical Federation (FIP)
Subject
Pharmaceutical Science,Pharmacy,Education
Reference29 articles.
1. Abate, M.A., Meyer-Stout, P.J., Stamatakis, M.K., Gannett, P.M., Dunsworth, T.S., & Nardi, A.H. (2000). Development and Evaluation of Computerized Problem-based Learning Cases Emphasizing Basic Sciences Concepts. American Journal of Pharmaceutical Education, 64(1), 74–82
2. Blouin, R.A., Joyner, P.U., & Pollack, G.M. (2008). Preparing for a Renaissance in Pharmacy Education: The Need, Opportunity, and Capacity for Change. American Journal of Pharmaceutical Education, 72(2), 42. https://doi.org/10.5688/aj720242
3. Bossaer, J.B., Panus, P., Stewart, D.W., Hagemeier, N.E., & George, J. (2016). Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom. American Journal of Pharmaceutical Education, 80(2), 31. https://doi.org/10.5688/ajpe80231
4. Brown, D. (2017). An evidence-based analysis of learning practices: The need for pharmacy students to employ more effective study strategies. Currents in Pharmacy Teaching and Learning, 9(2), 163-170. https://doi.org/10.1016/j.cptl.2016.11.003
5. Center for Research and Learning. Introduction to Active Learning. (n.d.). Available from: http://www.crlt.umich.edu/tstrategies/tsal