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Global Conference
Innovations in Pharmacy Education Activity Number: 0217-0000-15-150-L01-P, 1.50 hours of CPE credit; Activity Type: A Knowledge-Based Activity Wednesday, October 21, 2015 9:45 a.m. to 11:15 a.m. Continental Ballroom 5 Moderator: William A. Kehoe, Pharm.D., FCCP, BCPS Professor of Clinical Pharmacy and Psychology; Chair, Department of Pharmacy Practice, University of the Pacific Stockton, California Agenda
9:45 a.m. Re-engineering Pharmacy Education: How Can we Best Prepare Graduates for Clinical Pharmacy Practice Now and In the Future
Paul O. Gubbins, Pharm.D., FCCP Associate Dean, Vice Chair & Professor, UMKC School of Pharmacy at MSU Division of Pharmacy Practice & Administration, University of Missouri-Kansas City, Springfield, Missouri
10:30 a.m. ”Flip this Classroom”: Exploring the Use of the Flipped Classroom Model
in Pharmacy Education Mary T. Roth McClurg, Pharm.D., MHS, FCCP
Associate Professor, Division of Pharmaceutical Outcomes and Policy, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
Jacqueline McLaughlin, PhD, MS Assistant Professor, Educational Innovation and Research; Director, Office of Strategic Planning and Assessment, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Conflict of Interest Disclosures Paul O. Gubbins: no conflicts to disclose. William A. Kehoe: no conflicts to disclose. Jacqueline McLaughlin: no conflicts to disclose. Mary T. Roth McClurg: no conflicts to disclose. Learning Objectives
1. Review the emerging roles of clinical pharmacists in the healthcare environment and how these relate
to preparation of pharmacy graduates in the next 20 years. 2. Discuss the impact of new accreditation standards on development and modification of pharmacy
curricula to meet the needs of the changing healthcare environment. 3. Discuss the role of interprofessional and service learning experiences in the experiential training of
student pharmacists.
© American College of Clinical Pharmacy 1
Global Conference
4. Explain the pedagogical benefits of using the flipped classroom model for delivery of pharmacy education compared to traditional teaching methods.
5. Explore the challenges of using the flipped classroom model. 6. Discuss the required resources and best approach to incorporating flipped classrooms into pharmacy
curricula, particularly for teaching therapeutics. Self-Assessment Questions
Self-assessment questions are available online at www.accp.com/gc15.
© American College of Clinical Pharmacy 2
Re-engineering Pharmacy Education: How Can we Best Prepare Graduates for Clinical Pharmacy Practice Now and In the FuturePaul O. Gubbins, Pharm.D., FCCPOctober 21, 2015
2015 ACCP Global Conference on Clinical Pharmacy
Conflict of Interests
The presenter has no conflicts of interest toreport
Learning Objectives
Review the emerging roles of clinical pharmacists in thehealthcare environment and how these relate topreparation of pharmacy graduates in the next 20 years.
Discuss the impact of new accreditation standards ondevelopment and modification of pharmacy curricula tomeet the needs of the changing healthcare environment.
Discuss the role of interprofessional and service learningexperiences in the experiential training of studentpharmacists.
Pharmacy Practice(History)
Profession’s role in U.S.healthcare systemcontinues evolving from
product focused
to patient “oriented”
to frontline of patient-centered care, wellness &disease prevention
Shord SS, et al. Pharmacotherapy 2013;33(4):e34–e42)
Pharmacy Practice(History)
Clinical pharmacists’value as integralinterprofessionalhealth care teammember proven….
again….
& again….
& again……
“Maximizingtherolesandscopeofpharmaciststodeliveravarietyofpatient‐centeredprimarycareandpublichealth,incollaborationwithphysicians,isaprovenandexistingparadigmofcarethatcanbeefficientlyimplemented.”
GibersonS,etal.AreporttotheU.S.SurgeonGeneral.Washington,DC:U.S.PublicHealthServiceOfficeoftheChiefPharmacist;2011 Dec .
“Maximizingtherolesandscopeofpharmaciststodeliveravarietyofpatient‐centeredprimarycareandpublichealth,incollaborationwithphysicians,isaprovenandexistingparadigmofcarethatcanbeefficientlyimplemented.”
GibersonS,etal.AreporttotheU.S.SurgeonGeneral.Washington,DC:U.S.PublicHealthServiceOfficeoftheChiefPharmacist;2011 Dec .
WHAT IS SHAPING FUTURE CLINICAL PRACTICE?
© American College of Clinical Pharmacy 3
Pharmacy Practice(Forces driving change)*
Technology
An aging population
Continued evolution of healthcare reform
Pharmacy workforce supply & demand
* In no particular order
Technology(Internet)
Low cost, fast method for many to accessmedical care & locate health resources
Empowers patient to actively participate inmanaging their health with their provider
Allows institutions, health professionals,health providers, & the public to interaction &collaborate (distance education, telemed, etc)
Srivastava S, et al. Comput Math Methods Med. 2015;2015:894171. doi: 10.1155/2015/894171
Technology(Mobile Platforms)
7 billion (≈ 95.5% ofworld pop.) mobilesubscriptionsworldwide
64% of Americansown smartphones, &for many it is a keyentry point to theonline world
Pew Research Center, April, 2015, “The Smartphone Difference” Available at: http://www.pewinternet.org/2015/04/01/us-smartphone-use-in-2015/ Accessed September 18, 2015
Technology(Mobile Platforms)
62% of smartphone owners use it to accesshealth information
Generations differ in readiness to adopttechnology, which will evolve over time
Practitioners must be cognizant of differences& adapt to patient preferences
LeRouge C, et al. J Med Internet Res. 2014 Sep 8;16(9):e200. doi: 10.2196/jmir.3049.
THE AGING POPULATION
Aging Population(Impact of Baby Boomers)
Entire generation willbe ≥ 65 in 2030
U.S population 65 +
2010: 13%
2030: 19%
Drive pop ≥ 65 tomore than doublefrom 2010 to 2050
The Next Four Decades The Older Population in the United States: 2010 to 2050. U.S. Department of Commerce Economics and Statistics Administration, U.S. Census Bureau, May 2010
© American College of Clinical Pharmacy 4
Chronic illnesses & medication use common
hypertension 43%; anti-hypertensives 35.4%
dyslipidemias 73.5%; dyslipidemics 25.9%
diabetes 15.5%; anti-diabetics 11.3%
Obesity common (38.7%)
Infrequent regular exercise or no regularphysical activity common
Aging Population(Health of the Baby Boomers)
King DE, et al. JAMA Intern Med. 2013;173(5):385-6
HEALTH CARE REFORM
Health Care Reform(The PPACA)
Largest change inU.S. health policysince Medicare &Medicaid enacted in1965.
Main provisions firmlyestablished in U.S.health policy
Shaw FE, et al. Lancet 2014; 384: 75–82
Health Care Reform(Basic Goals)
Provide security of health insurance touninsured Americans
Increase the quality of care
Restrain the growth of costs
Advance population health
Shaw FE, et al. Lancet 2014; 384: 75–82
Health Care Reform(Impact on Practice)
Added ≈ 16 million toinsurance rolls so far
CBO estimates ACAwill add 26 million toinsurance rolls by2017
Shaw FE, et al. Lancet 2014; 384: 75–82
Health Care Reform(Impact on Practice)
Creation & evaluation of new clinical caremodels (i.e. ACO)
Provisions that strengthens link between costof care & quality of care
Hospital Readmission Reduction program
Healthcare-Acquired Condition program
Shifts spending from rewarding volume ofcare provided to rewarding value provided
Shaw FE, et al. Lancet 2014; 384: 75–82
© American College of Clinical Pharmacy 5
WORKFORCE SUPPLY & DEMAND
0
2000
4000
6000
8000
10000
12000
14000
16000
First Professional (B.S. & Pharm.D.) Total*
Pharmacy Graduates(1996-2014)
Contains Pharm.D. degrees conferred for all years and professional B.S. degrees conferred prior to July 1, 2005
http://www.aacp.org/resources/research/institutionalresearch/Pages/TrendData.aspx
Pharmacy Workforce 2014(Practicing Pharmacists)
75% of all licensed pharmacists
≈ 32% ≤ 40 years old
≈ 31% ≥ 55 years old
Full-time professionals averaged 44.2 hrs/wk
Gaither CA, et al. 2014 National Pharmacist Workforce Survey. http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
Pharmacy Workforce 2014(Practice Settings)
SettingProportion of Pharmacists
(%)Change from 2009
Community (i.e. independent, chain, mass merchandiser, & supermarket pharmacies)
44.1 ↓
Hospital 29.4 ↑
Other Patient Care 16.7 ↑
Other Non-Patient Care 7.5 ↑
Gaither CA, et al. 2014 National Pharmacist Workforce Survey.http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
Pharmacy Workforce 2014(Work Place Activities)
FT Pharmacist Activity 2014 Time of Effort
(%)2009 Time of Effort
(%)
Patient care services associated with medication dispensing
49 55
Patient care services not associated with medication dispensing*
21 16
Business/organization management
13 14
Education 7 5
Research 4 4
Other Activities 6 5
*35.3% of community pharmacist indicated time spent on patient care increased
Gaither CA, et al. 2014 National Pharmacist Workforce Survey.http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
Pharmacy Workforce 2014(Current Services Provided)
Most common: MTM (60%), immunizations(53%) & adjusting meds (52%)
48% in chain sites & 57% in supermarketsites offer health screenings.
77% of hospitals offered Med Rec
> 25% of other patient care settings &hospital pharmacies have CPAs in place
Gaither CA, et al. 2014 National Pharmacist Workforce Survey.http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
© American College of Clinical Pharmacy 6
Pharmacy Workforce 2014(Pharmacist Workloads Perceptions)
Nearly two-thirds believe workload high orexcessively high
Full-time pharmacists workload
64% believe it increased or greatly increased inpast year
45% believe it had negative or very negativeeffects on mental/emotional health
In chain & mass market settings workloadnegatively impacted time spent with patients
Gaither CA, et al. 2014 National Pharmacist Workforce Survey.http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
Pharmacy Workforce 2014(Work Place Labor Reductions)
Work Place Adjustment 2014 (%) 2009 (%)
Restructuring of pharmacist work schedules to save labor costs
35 26
Mandatory reductions in pharmacist hours
17 13
Pharmacist layoffs 9 6
Early retirement incentives for pharmacists
6 4
Gaither CA, et al. 2014 National Pharmacist Workforce Survey.http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
Pharmacy Workforce 2014(Aggregate Demand Index-Jul 2015)
Region Index Value
All Regions 3.62
Northeast 3.53
Midwest 3.71
South 3.64
West 3.56
Pharmacy Workforce Center. “Time-based Trends in Aggregate Demand Index.” http://pharmacymanpower.com/trends.jsp Accessed 09.19.2015
Health Care Reform &the Pharmacy Workforce
Profession in midst ofdynamic times
Direct patient careservices increasing
Opportunities for newroles likely to increase
“Iftheroleofpharmacistschangeswherepharmacistsspendsubstantiallymoretimeprovidingpatientcaremanagementservices,thendemandwillbehigherthanprojected.”
Department of Health and Human Services Health Resources and Services Administration Bureau of Health Professions. The Adequacy of Pharmacist Supply: 2004 to 2030. Rockville (MD): December 2008. Available at: http://bhpr.hrsa.gov/healthworkforce/reports/pharmsupply20042030.pdf, Accessed September 9, 2015
“Iftheroleofpharmacistschangeswherepharmacistsspendsubstantiallymoretimeprovidingpatientcaremanagementservices,thendemandwillbehigherthanprojected.”
Department of Health and Human Services Health Resources and Services Administration Bureau of Health Professions. The Adequacy of Pharmacist Supply: 2004 to 2030. Rockville (MD): December 2008. Available at: http://bhpr.hrsa.gov/healthworkforce/reports/pharmsupply20042030.pdf, Accessed September 9, 2015
Gaither CA, et al. 2014 National Pharmacist Workforce Survey.http://www.aacp.org/resources/research/pharmacyworkforcecenter/Pages/default.aspx
EMERGING ROLES OF CLINICAL PHARMACISTS IN THE HEALTHCARE ENVIRONMENT
Medication Management(Unmet Needs)
Medication Related Problems Examples
Clinician-influenced gaps in care
• inappropriate prescribing • ineffective prescribing• lack of care coordination• and inconsistent monitoring
Patient-influenced gaps
• health beliefs• health illiteracy• past medication
experiences• nonadherence
Systematic Gaps• processes lacking for
medication reconciliation• poor care transitions
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
© American College of Clinical Pharmacy 7
Medication ManagementServices (MMS) Build “gold standard” list of current prescribed
& self-care medications
Assess appropriateness, efficacy, safety, &adherence of each med to achieve optimaltherapy goals
Develop personalized medication action plan
Document & communicate actionablerecommendations to patients & providers
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
Pharmacy MMS(Integrated, Team-based Care)
Partner with patients, families, & providers tofocus on patient specific issues that are keyto achieving desired outcomes
Manage medication related problems,prevent ADE to avoid preventable medicationrelated hospitalizations & ED
Help ensure optimal drug therapy outcomesduring care transition
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
Pharmacy MMS Models(Employed Model)
Employed by practice as a clinician staffmember
Suitable for large group practices orintegrated delivery systems
Must be able to afford hiring pharmacists fornon-dispensing activities
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
Pharmacy MMS Models(Embedded)
Employed, (usually part time), at practice sitevia partnership between practice & a hospitalpharmacy or pharmacy school
Has responsibility for training pharmacystudents & residents in team-based care &medication management
Affordable: partner & practice shareresponsibility for pharmacist’s compensation
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
Pharmacy MMS Models(Regional)
Employed by health system or physicianorganization & serves several practices in ageographic area
Typically focused on population health, maydevelop & deliver MMS in the practices
Can be involved in educational programs,quality improvement services, & outcomesresearch
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
Pharmacy MMS Models(Shared Resource Network )
Contracted by a provider group, ACO, orpayer to provide MMS for specific patients
Meets with a patient in person in variety ofsettings, or via telemedicine connection
Attractive to smaller MD practices, ACOs,community-based health teams, & payers,network responsible for personnel
Smith M, et al. Health Affairs 2013;32 (11):1963-1970
© American College of Clinical Pharmacy 8
Integrated health care delivery system
Serves > 530,000 members (Denver/Boulder& its metro area, Colorado Springs, Pueblo,Loveland, & Ft. Collins)
Clinical pharmacists provide primary &specialty patient care as part of a PCMH
Centralized clinical pharmacy telephonicservices also provided
Regional Model Example(Kaiser Permanente Colorado-KPCO)
Heilmann RMF, et al. Ann Pharmacother 2013;47:124-31.
Regional Model Example(Kaiser Permanente Colorado-KPCO)
Clinical pharmacists knowledge & skills
complement other care team members
foster a collaborative team-based environment
Evidence-based patient care enabled throughCDTM agreements with physician partners
Heilmann RMF, et al. Ann Pharmacother 2013;47:124-31.
Pharmacist Activities(KPCO)
≈70% effort devoted to consulting with PCPor providing direct patient care
≈ 25% effort devoted to addressing regional& clinic-specific pop. management initiatives
≈ 5% effort devoted to non-patient careactivities
Heilmann RMF, et al. Ann Pharmacother 2013;47:124-31.
Large, urban, academic medical centerpartner with state department of corrections
Provides care for inmates in 28 adultcorrectional facilities using a interprofessionalapproach
Technology enables interactions similar totraditional face-to-face clinic visit
Shared Resource Example(UIC HIV Telemedicine Clinic)
Badowski M, et al. Am J Health-Syst Pharm 2012;(69):1630-3
Patient education
MMS addressing med adherence, identifyingand managing medication induced AEs,managing drug interactions, & makingtherapeutic recommendations
Subsidized via contract & savings from 340Bprogram
UIC HIV Telemed Clinic(Pharmacist Role)
Badowski M, et al. Am J Health-Syst Pharm 2012;(69):1630-3
CURRICULAR MODIFICATIONSTO MEET THE NEEDS OF THE CHANGING HEALTHCARE ENVIRONMENT
Standards 2016:
© American College of Clinical Pharmacy 9
Meeting Practice NeedsThrough Standards Revision
Current & futurecompetencies ofpharmacists
Practices to assessstudent learning & thequality of professionalpharmacy programs
“The status quo is not an option” in pharmacy practice, pharmacy education…“We must continue to advance the roles of pharmacists to meet the future needs of patients”
Opening remarks by Robert S.Beardsley, PhD, President of ACPE, at the ACPE Consensus Conference on Advancing Quality in Pharmacy Education September 12-14, 2012, Atlanta, GA.
“The status quo is not an option” in pharmacy practice, pharmacy education…“We must continue to advance the roles of pharmacists to meet the future needs of patients”
Opening remarks by Robert S.Beardsley, PhD, President of ACPE, at the ACPE Consensus Conference on Advancing Quality in Pharmacy Education September 12-14, 2012, Atlanta, GA.
Zellmer WA, et al. American Journal of Pharmaceutical Education 2013; 77 (3) Article 44.
Standards 2016(What’s Different) Philosophy and Emphasis based on stakeholder feedback
refined to ensure that graduating students are“practice-ready” & “team-ready”
greater emphasis on CAPE outcomes & the levelof student achievement of these outcome
emphasize assessment as a means of improvingthe quality of pharmacy education
Formatting, organization, guidance, moreinnovation
Accreditation Council for Pharmacy Education. Standards 2016. February 2, 2015. Chicago, IL
CAPE Outcomes(Version 4.0) Influenced by 3 pillars of pharmacy education
& consistent with IOM core competencies
pharmaceutical care, management of medication-use systems, public health
Added attention to
affective domain of pharmacy practice (e.g.communication, professionalism, etc.,)
patient safety
interprofessional health care.
Medina MS, et al. Am J Pharm Ed 2013; 77 (8) Article 162.
CAPE Outcomes(Version 4.0) Focused on the end product of Professional
Pharmacy program (i.e. the knowledge, skills, & attitudes all entry-level graduates should possess
Define the curricular priorities of the Doctor ofPharmacy programs
Aspirational & emphasize increased programexpectations
Medina MS, et al. Am J Pharm Ed 2013; 77 (8) Article 162.
CAPE Outcomes(Version 4.0)
Purposefully constructed around 4 broaddomains to guide education pharmacists whopossess: foundational knowledge that is integrated
throughout pharmacy curricula
essentials for practicing pharmacy & deliveringpatient-centered care
effective approaches to practice & care
the ability to develop personally and professionally
Medina MS, et al. Am J Pharm Ed 2013; 77 (8) Article 162.
CAPE Outcomes(Affective Domain) Included to recognize importance of
professional skills & personal attributes to practice
emphasizes self-awareness, innovationleadership, & professionalism needed for practice
bridges foundational scientific knowledge withessential skills & approaches to practice & care
Enables pharmacists to transform knowledge& skills into positive outcomes in all settings.
Medina MS, et al. Am J Pharm Ed 2013; 77 (8) Article 162.
© American College of Clinical Pharmacy 10
Standards 2016(Team & Practice Ready)New or ImprovedElement
Contribution to Preparing Students for ChangingHealth Care Environment
Earlier experientialexperiences
• Foundational knowledge throughout curriculum,patient interactions, patient safety
• Communication, interacting with patients & otherprofessionals about medicines
• Professionalism
InterprofessionalEducation
• team-based skills (clinical expertise, developingcollaborative relationships, accountability for patient outcomes)
• IPE competencies & professionalism,
Enhanced assessment • Critical thinking
Pharmacy Curriculum Outcomes Assessment
• Assessment outcome achievement• Foundational knowlege
Co-curriculum • Professionalism, leadership, critical thinking,personal & professional Development
CONTRIBUTION OF IPE & SERVICE LEARNING IN THE EXPERIENTIAL TRAINING OF STUDENT PHARMACISTS
The Value of IPE Activities
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessionalcollaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
““When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” Who (2010)
““When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” Who (2010)
Importance of Co-CurricularActivities in Pharmacy Education
Standard 4.2 requires program to developstudent leadership (“..demonstrateresponsibility for creating & achieving sharedgoals, regardless of position”) emphasizes “..importance curricular AND co-
curricular experiences in advancing professionaldevelopment of students”
Key element 12.3 - develop means todocument competency in the affectivedomain-related expectations in Std 3 & 4
Accreditation Council for Pharmacy Education. Standards 2016. February 2, 2015. Chicago, IL
Realizing the Value of Co-curricular Activities Health care reforms created greater patient care
& disease management roles
Leadership within profession needed to closegap between the vision of ideal practice ¤t practice requires within the profession
Exposing students to leadership concepts &professionalism provides skills needed toidentify opportunities & deal with challenges intheir careers
Chestnut R, et al. Am J Pharm Ed 2013; 77 (10) Article 225
Perceived Benefits toCo-curricular Assessments Educates “the whole student”
Allows for the integration of academic,professional, & personal development
Foster the development of student knowledge &personal development outside of the classroom
Activities often provide leadership opportunities
Leadership is teaches beliefs & skills that will beuseful in patient-centered team based practice
Fontaine SJ, et al. Online Journal of Distance Learning Administration, 2014; 17(3) Available from http://www.westga.edu/~distance/ojdla/fall173/fontaine_cook173.html University of West Georgia, Distance Education Center. Accessed: September 20, 2015
© American College of Clinical Pharmacy 11
Perceived Drawbacks toCo-curricular Assessments
Co-curricular activities have been considered“extra-curriculuar” (i.e. voluntary based uponindividual student interest(s)) not required
“Curricularizing” these activities will encouragestudents to enage in them for the wrong motives(“have to” not “want to”)
New infrastructure needed to develop & performassessment of these activities
Concluding Remarks
Several forces driving change have havecreated a dynamic era for pharmacy practice
Education & training standards areresponding to prepare students for emergingnew practice models & opportunities
Learners of today will practice in a patientcentered, team-based environment that willbe supported by health-information andpatient focused technology tomorrow
© American College of Clinical Pharmacy 12
Flip this classroom: Exploring the use of the Flipped Classroom Model in Pharmacy Education October 21, 2015 9:45-11:15
Presenters
Mary Roth McClurg, PharmD, MHSAssociate Professor
Jacqui McLaughlin, PhD, MSAssistant Professor, Educational Innovation and Research
Division of Practice Advancement and Clinical Education
UNC Eshelman School of Pharmacy
Chapel Hill, NC
Learning Objectives
Explain the pedagogical benefits of using the flippedclassroom model for delivery of pharmacy educationcompared to traditional teaching methods.
Explore the challenges of using the flipped classroommodel.
Discuss the required resources and best approach toincorporating flipped classrooms into pharmacycurricula, particularly for teaching therapeutics.
What does “flipped classroom” mean?
Bergmann & Sam (2012)
instructors post material online for students to learn on their own so that class time can be dedicated to student-centered learning activities, like problem-based learning and inquiry-oriented strategies
Also called: inverted, backward, or reverse classroom
Examples in physics, economics, medicine, etc. Lage (2000) J Econ Educ
Deslauriers (2011) Science
McLaughlin, JE, et al. (2014). The flipped classroom: A Course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 1-8.
Flipped Classroom:Defined
Flipped Classroom:Structure
1. Pre-class learning
2. In-class active learning
3. Assessment
Necessary but not mutually exclusive
Many variations of the flipped classroom aredescribed in the literature
Constructive Alignment
Table 1. Characteristics of ten flipped courses at UNC Eshelman School of Pharmacy (2012-2014)
IDYear/Course
typePre-Class Learning
FormatIn-Class Learning
StrategiesGraded
Assessments1 Year 1/ Science Text Case-based learning (CBL) Quizzes, exams
2 Year 1/ Science VideoPeer discussions,
structured problem solvingQuizzes, exams
3 Year 1/ Science Video & text Clickers, CBL Quizzes, exams
4 Year 1/ Science Video & text Clickers; peer discussion Quizzes, exams
5 Year 1/ Science Video Clickers, CBL, micro-lectures Quizzes, exams, paper
6 Year 1/ Science Video Clickers; micro-lectures Quizzes, exams, paper
7 Year 2/ Science Text CBL, micro-lectures Quizzes, exams
8Year 2/
PharmacotherapyText Clickers, CBL, micro-lecture Quizzes, exams
9Year 2/
PharmacotherapyText Clickers, CBL, micro-lecture Exams
10Year 2/
PharmacotherapyText Clickers, CBL, micro-lecture Quizzes, exams
© American College of Clinical Pharmacy 13
Flipped Classroom:Examples
1. McLaughlin, JE, et al. (2014). The flipped classroom: A Course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 1-8.
2. McLaughlin JE, et al. (2013). The flipped satellite classroom: Student engagement, performance, and perception. American Journal of Pharmaceutical Education, 77(9), Article 196.
Benefits
Why implement the flipped classroom?
PHCY 411
Quantitative Approach (quasi-experimental)
N = 162
1. Exam grades and course evaluations from 2011 (traditional) and 2012 (flipped)
independent t-test
2. Pre-post survey responses from 2012 class prior to start of first class and at conclusion of last class (n = 150)
paired t-test
PHCY 411
Primary findings
Flipped class in 2012 performed better than traditional class in 2011 on final exam (p <.01)
Course evaluation metrics significantly higher in 11/14 items (p< .05)
In pre-survey, 73% of students preferred lectures. In post-survey, only 15% of students preferred lectures to the flipped model (p<.001)
Innate needs
Intrinsic MotivationSelf Determination Theory
(Deci & Ryan, 2002)
1. Autonomy2. Relatedness3. Competence
Challenges Required Resources
Technological support Pre-class materials
In-class activities
Assessments
Educator development
Time
Teaching assistant?
Others?
© American College of Clinical Pharmacy 14
Questions
Mary Roth McClurg, PharmD, MHS - [email protected]
Jacqui McLaughlin, PhD - [email protected]
© American College of Clinical Pharmacy 15