Julia Khanova

Student experiences across multiple flipped courses in a single curriculum

The flipped classroom approach has garnered significant attention in health professions education, which has resulted in calls for curriculum‐wide implementations of the model. However, research to support the development of evidence‐based guidelines for large‐scale flipped classroom implementations is lacking.

Student Perceptions of a Flipped Pharmacotherapy Course

Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for self-paced learning prior to class. Class time was used for active and applied—but primarily case-based—learning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. 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.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

Flipped Classroom Implementation: A Case Report of Two Higher Education Institutions in the United States and Australia

Abstract This case report explored the implementation of flipped classrooms at two higher education institutions. Experiences and publications from the institutions were used to identify and describe common themes, including successes and challenges encountered along with potential solutions to common misalignments, particularly as related to technology-enhanced learning. Strategies for selecting and delivering pre-class content, designing and implementing in-class activities, and identifying and using assessments to inform practice are described. Overall design considerations include instructor skill development, student buy-in, and institutional support for the model. This report highlights several critical approaches to effectively designing and implementing the flipped classroom model, with consideration given to the use of technology to support this innovation.

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

Objective. To examine the relationship between admissions, objective structured clinical examination (OSCE), and advanced pharmacy practice experience (APPE) scores. Methods. Admissions, OSCE, and APPE scores were collected for students who graduated from the doctor of pharmacy (PharmD) program in spring of 2012 and spring of 2013 (n=289). Pearson correlation was used to examine relationships between variables, and independent t test was used to compare mean scores between groups. Results. All relationships among admissions data (undergraduate grade point average, composite PCAT scores, and interview scores) and OSCE and APPE scores were weak, with the strongest association found between the final OSCE and ambulatory care APPEs. Students with low scores on the final OSCE performed lower than others on the acute care, ambulatory care, and community APPEs. Conclusion. This study highlights the complexities of assessing student development of noncognitive professional skills over the course of a curriculum.

Cognitive Apprenticeship in Health Sciences Education: A Qualitative Review.

Cognitive apprenticeship theory emphasizes the process of making expert thinking “visible” to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term “cognitive apprenticeship” only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.

Moving courses online as a catalyst of pedagogical innovation: An activity theory-based view

The poster illustrates the use of Activity Theory as an analytical tool for study of pedagogical innovation. This exploration is based on the in-depth study of the process of converting several face-to-face courses to online teaching format in the context of one university. Data from interviews with participants in different roles in the process is analyzed using the activity theory framework. The study findings suggest that exposure to online teaching technologies and methods can act as a catalyst of pedagogical innovation. The poster also illustrates the utility of activity theory for examination of the dynamic processes mixing pedagogy and technology in the complex contexts of higher education institutions.

Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model

Objective. To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Methods. Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework’s dimensions and sub-dimensions. Results. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. All core dimensions of the cognitive apprenticeship framework emerged during the interviews; however, preceptors varied in how they used the framework in the training of pharmacy learners at different levels. This variability was especially apparent within the sub-dimensions of the content and method domains. Conclusion. This study demonstrates that all four cognitive apprenticeship principles are being used in the clinical environments operationalizing the LLPM. These findings suggest that cognitive apprenticeship is an applicable and relevant educational framework when engaging multiple learners in clinical education environments.

Design, Implementation, and Outcomes of a Three Week Pharmacy Bridging Course

Objective. To evaluate the design, implementation, and outcomes of a three-week pharmacy bridging course (PBC) covering five math and science areas for first-year doctor of pharmacy students in fall 2015. Methods. Each topic was taught as a separate module. All five modules used pre- and post-module assessments to measure student knowledge and confidence. Course grades for subsequent first-year courses (PY1) were collected to examine relationships between PBC and PY1 courses. Results. Scores on the post-knowledge assessments increased for all five subject areas compared to scores on pre-PBC knowledge assessments. Student confidence also increased pre-/post- in applied mathematics, biostatistics, and organic chemistry. Students agreed that PBC enhanced their level of academic preparation and increased their motivation to continue in the program. PBC performance was strongly correlated with first-year grade point average. Conclusion. A bridging course is both feasible and effective for helping students prepare for and transition into a doctor of pharmacy degree program.

Publish or perish: meet the editors a special panel

This is a special panel to introduce the editors of prestigious international journals in library and information science, who will discuss the aim and the scope of the journals and elaborate on the expectations from potential contributors to help young academics understand and appreciate the process of academic publishing.