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SHORT COMMUNICATION
Year : 2022  |  Volume : 5  |  Issue : 2  |  Page : 72-75

Successful use of pre-class videos from a pharmacy course for pre-class learning in a biomedical graduate course


1 UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, North Carolina, USA
2 College of Education, University of Texas at Arlington, Arlington, Texas, USA

Correspondence Address:
Dr. Jacqueline E McLaughlin
UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/EHP.EHP_4_22

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Introduction: Although flipped learning has experienced significant uptake within pharmacy schools, its use within related doctoral graduate programs is not well described or understood. Materials and Methods: Thirteen pre-class videos originally created for a Doctor of Pharmacy class were implemented as pre-class learning for a related Doctor of Philosophy class. In the Fall 2018 and Fall 2019, students completed a survey about their experiences, and faculty provided narrative feedback about their experiences. Results: Pre-class videos were positively rated by students, with most agreeing that they “prepared me for the content or activities in the corresponding class” (n = 16, 94.1%). Most agreed that doctoral courses “taught in a classroom should offer pre-recorded lectures” (n = 13, 76.5%). No significant differences were found by year or gender. Faculty subsequently increased their use of pre-class videos. Conclusions: This study is a first step toward exploring strategies for leveraging curriculum materials in flipped classrooms at schools offering multiple degree programs.


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