Education Commons^™

The Impact Of A Flipped Classroom Compared To Lecture-Based Teaching On Achieving Course Outcomes, Victoria Bumgardner, Caleb Tang, Jasmine Gunti, Akwasi Appiah, Melissa J. Beck

Pharmacy and Nursing Student Research and Evidence-Based Medicine Poster Session

Education is one of the most vital components that compose a modern society and as such, its improvement and optimization is always sought. This study investigates the efficacy between two learning methods in a graduate level biochemistry course: complete active learning and a hybrid of active and passive learning. Active learning is one method of achieving course outcomes with an emphasis on student responsibility through self-studying of course material followed by classroom discussion. In comparison, passive learning emphasizes instructor responsibility through didactic lecturing of course material. The aftermath results following a hybrid form of active and passive learning (in-class didactic …

Student Perceptions Of Team-Based Learning Vs Traditional Lecture-Based Learning, Tracy R. Frame, Stephanie M. Cailor, Rebecca J. Gryka, Aleda M.H. Chen, Mary E. Kiersma, Lorin Sheppard

Pharmacy Practice Faculty Publications

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats.

Methods. First professional year pharmacy students (N5111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test.

Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred …