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 RESEARCH ARTICLE
Year : 2016  |  Volume : 48  |  Issue : 7  |  Page : 41-46

Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students


1 Department of Life Sciences, School of Pharmacy, International Medical University, 57000 Kuala Lumpur, Malaysia
2 Department of Community Medicine, International Medical University, 57000 Kuala Lumpur, Malaysia
3 Department of Pharmacology, All India Institute of Medical Sciences, Dehradun, Uttarakhand, India
4 Department of Pathology, International Medical University, 57000 Kuala Lumpur, Malaysia
5 Department of e-Learning Resources, International Medical University, 57000 Kuala Lumpur, Malaysia

Correspondence Address:
Kumar Shiva Gubbiyappa
Department of Life Sciences, School of Pharmacy, International Medical University, 57000 Kuala Lumpur
Malaysia
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/0253-7613.193313

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Objectives: Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. Materials and Methods: In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. Results: Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach’s alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1–8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3–11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of “Agree” or “Disagree” and “Agree” or “Strongly Agree” was statistically significant. Conclusion: This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method. Key message: Flipped classes (FC) drive active learning among the participants, resulting in better performance in students. FC for pharmacy students enabled instructors to engage the learners and helpthem towards self-directed learning. FC supported the fact that the quality (not necessarily the quantity) of student-teacher interaction was a compelling force in improving student performance.






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