Effective Use of Team-Based Learning in a Flipped Classroom
Objectives: To determine the impact the change in course design, from traditional lecture format to team based learning in a flipped classroom. Methods: The Self-Care and Natural Products course is a required course in the second professional year. In 2015 a novel course design was implemented moving away from a traditional lecture format. In the redesigned course the amount of time dedicated to each topic increased and is comprised of structured student directed and team based learning activities. Pre-class assignments in combination with a case based approach was designed to practice effective communication skills and foster critical thinking. Assessment of student knowledge shifted to individual readiness assurance test (iRAT), team readiness assurance test (tRAT) and case-based essay exams. Performance on the assessments will be compared between the two courses designs. Additionally, student course evaluations will be evaluated for both quantitative and qualitative themes to identify similarities and differences between both cohorts. Students who have completed the redesigned course will be surveyed to determine their perception of preparedness entering a skills lab based course in their third professional year. Results: Results are pending completion of the current academic semester. Data collected will include performance on both individual and team based assessments, course evaluation, and results of the readiness survey. Implications: Based on preliminary results, team based learning in a flipped classroom had no negative effect on student performance and greatly improved student satisfaction. This course design may allow for development of critical thinking and expansion of knowledge base while improving student engagement and satisfaction.
Sutton Burke, Elizabeth and Ahmed-Sarwar, Nabila, "Effective Use of Team-Based Learning in a Flipped Classroom" (2016). Pharmacy Faculty Publications. Paper 95.
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