Learning Activity Management System (LAMS) in a Flipped Classroom Model of a Graduate

Drug Metabolism Course

Eric ChanDean’s Chair Associate Professor

Department of PharmacyNational University of Singapore

1

Transformative Flipped Classroom Model1

1. Bergmann J, Sams A. Flip Your Classroom Reach Every Student in Every Class Every Day. Get Abstr Compress Knowl. 2014. doi:10.1111/teth.12165.

Responsibility and ownership of learning

Instructor

Students

2

Research Focus: Off-loaded Content Stage1-3

1. McLaughlin JE, Gharkholonarehe N, Khanova J, Deyo ZM, Rodgers JE. The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course. Am J Pharm Educ. 2015;79(2):24. doi:10.5688/ajpe79224.

2. McLaughlin JE, Griffin LTM, Esserman DA, et al. Pharmacy student engagement, performance, and perception in a flipped satellite classroom. Am J Pharm Educ. 2013. doi:10.5688/ajpe779196

3. Maurer T, Fung HL. Comparison of methods for analyzing kinetic data from mechanism-based enzyme inactivation: application to nitric oxide synthase. AAPS PharmSci. 2000;2(1):E8. http://www.ncbi.nlm.nih.gov/pubmed/11741224

Readings

Short-recorded video

Audio lectures

Computer-based instruction

3

In-class Teaching and Learning Paradigm

Research Promote Efficacious Learning

Poor Implementation Misperception

4

In-class Teaching: Problem-Based Learning

PBL1

Science Education1

Constructivist Ideas2,3Drug Metabolism Course based on PBL-Flipped classroom Model

1. Eberlein T, Kampmeier J, Minderhout V, et al. Pedagogies of Engagement in Science. Biochem Mol Biol Educ. 2008. doi:10.1002/bmb.20204.2. Dewey J. Experience and Education. New York, NY: New York The Macmillan company 1938; 1938.3. Piaget J. The Psychology of Intelligence. Totowa, New Jersey: Littlefield, Adams & Co, 1966; 1966. 5

PBL Approach?

• White Board • Learning Design

6

Learning Activity Management System (LAMS)

7

What motivates the study?

The American Association of Colleges of Pharmacy (AACP) supports the use and development of emerging and innovative technologies to enhance pharmacy education.

AIMTo investigate and compare the efficacies of the integrated LAMS-PBL-Flipped Classroom model versus the traditional PBL-Flipped Classroom model in the teaching of the drug metabolism course.

VS

8

Methods: Course, CA and Student Participants

1 2 3 4 5 6 7 8 9

9 Topics

LAMS Pre-Class Engagement

LAMS In-Class Engagement

Instructor 2

Pre-Class Engagement

In-Class Engagement

Instructor 1Continual Assessment 1

35%

Instructor 2Continual Assessment 2

35%

Continual Assessment 3: Oral Presentation

30%Instructors 1 and 2

2016 2017 9

Methods: Data Collection

Metric of ProgressStudent performance in CA1 vs CA2

• Cross-checking of questions pre-CA and marking post-CA to ensure consistency in standards

• Co-grading of CA3 to calibrate grading standards

• Parametric paired t-test with p<0.05 indicates significant difference

Perspectives on LAMSPerception survey on pre-class and in-class LAMS administered via Survey Monkey by an independent administrator to avoid biasness and perception of coercion.

10

Methods: Survey FormStatement Perspective

Strongly Disagree Disagree Neutral Agree Strongly Agree

S1 Performing the LAMS-designed pre-class activity before scheduled class prepared me for the in-class activity.

S2 I did not perform the pre-class activity before class although I was supposed to.

S3 The off-loaded pre-class activity is manageable in terms of workload.

S4 The instructor made meaningful connections between the topics in the pre-and in-class activity.

S5 My learning experience based on LAMS-designed in-class activity was similar to the traditional in-class activity.

S6 I enjoyed being able to view and discuss the answers of my classmates during the LAMS-designed in-class activity.

S7 The LAMS-designed in-class activity promoted participation and collaborative learning among the students and instructor.

S8 I wish more courses will adopt the LAMS-designed pre- and in-class activity.

S9 The LAMS-designed pre- and in-class activity improved my critical thinking skills and increased my knowledge in drug metabolism.

S10 Due to the LAMS-designed classes, I am now confident about my ability in addressing higher-order conceptual questions that test my knowledge and critical thinking skills in drug metabolism.

11

Intuitive and friendly authoring environment

12

Streamlined Delivery of Activities

13

Monitor, Discuss, Feedback and Summary

14

LAMS-PBL-Flipped Classroom Model versus Traditional PBL-Flipped Classroom Model

15

Positive Perceptions of LAMS

16

Qualitative Comments

• ‘The combination of "key concepts" in LAMS and reading materials such as scientific articles is in my opinion the best way to conduct a graduate module. I really liked this approach’

• ‘The pre-class activity challenged me to wrestle and internalize key concepts independently. The in-class activity allowed me to assess whether my understanding was correct, and get immediate feedback/clarification from the instructor to correct erroneous concepts. This is the most valuable part of the whole process’

• ‘Although the effectiveness of both methods in imparting knowledge and clarifying concepts was similar, I felt that the traditional in-class activity was slightly more effective in fostering discussion in the small class setting, helping to create a more dynamic learning atmosphere’

17

Conclusions

• This study illuminated the potential efficacy of LAMS-PBL-Flipped Classroom model in improving the performance and perceptions of students in learning drug metabolism concepts.

• Two key limitations1. The sample size of the pilot study was small and future study involving more

learners should be explored. 2. The grading of CA1 and CA2 by two instructors remained partially non-optimal

even though experimental efforts had been invested to ensure consistency in grading.

• LAMS-PBL-Flipped Classroom is an innovative method to engage students in collaborative and effective learning and is potentially applicable to other courses taught using the PBL-Flipped Classroom model.

18

Acknowledgements

• Dr. Aik Jiang Lau for her contribution to the teaching and grading of the course.

• Ms. Dorinda Kioh for her help in administering the survey.• Ms. Wanyun (Educational Technologist, Centre for Instructional

Technologies) for her technical support.• Ms. Kiruthika Ragupathi (Associate Director, Centre for Development

of Teaching and Learning, CDTL) for her informative workshop on LAMS.

• This pilot study was funded by the NUS CDTL Teaching Enhancement Grant (Grant Number: C-148-000-048-001).

19