Literaturnachweis - Detailanzeige
| Autor/inn/en | Bashir, Samra; Hamid, Iqra |
|---|---|
| Titel | Pharmacy Students' Perception of Learning and Engagement in a Flipped-Classroom of a Physiology Course |
| Quelle | In: Innovations in Education and Teaching International, 59 (2022) 4, S.453-461 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bashir, Samra) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-3297 |
| DOI | 10.1080/14703297.2020.1871395 |
| Schlagwörter | Pharmaceutical Education; Flipped Classroom; Academic Achievement; Physiology; College Students; Foreign Countries; Teaching Methods; Electronic Learning; In Person Learning; Student Participation; Active Learning; Pharmacology; Pakistan |
| Abstract | This interventional study implemented flipped classroom pedagogy to enhance pharmacy students' academic performance in a physiology course. Ninety-six Pharm. D students enrolled at a private-sector University of Islamabad, Pakistan were provided with video lectures and reading material for pre-sessional learning followed by a faculty-led face-to-face session for case-studies, class discussions and post-class quiz. Students' feedback was recorded through Likert-scale survey and comments on method employed. Up to 90% of students completed the pre-session preparation. Around 90% of students gave positive responses towards flipped classroom. Students reported that they developed a better understanding of the concepts (1.5 ± 0.65), their class participation was improved (1.45 ± 0.56) and they could pay close attention in the class (1.41 ± 0.62), compared to the regular lectures. It is concluded that flipped classroom is an effective way of enhancing students' engagement and active learning and can be used as a tool in Pharmacy education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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