A Flipped Classroom: Team-Based Learning in P430 Self-Care Therapeutics Tami Remington, PharmD...
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Transcript of A Flipped Classroom: Team-Based Learning in P430 Self-Care Therapeutics Tami Remington, PharmD...
A Flipped Classroom:
Team-Based Learning
in P430 Self-Care Therapeutics
Tami Remington, PharmDClinical Associate ProfessorCollege of Pharmacy
Why change? Learning is not persistent
Recall in future courses is not optimal Performance in clinical training is not
optimal Job market is more competitive Class size is substantially larger
A “new” pedagogy:
Team-Based LearningAn approach to teaching in which
small groups of students interact as in-class teams
to apply content to simple and complex problems
with the feedback of the instructor as the content expert
Traditionallecture
Team-based learning
Introduceinformation
Synthesize/integrate
Apply
Lecture inclassroom
Homework/self-study Exam
Self-study/readiness assurance
Classroomactivities
Lab/exam
Diffi
cult
y/c
om
ple
xit
y
OverviewPhase
1Preparation
Phase 2Readiness assurance
Phase 3Application
Before class
•Guided self-study
Recitation •Individual test•Team test•Appeals•Faculty feedback
•Problems•Peer feedback•Faculty feedback
Lab •Role-playing and other activities•Peer feedback•Faculty feedback•Individual exam
Relation to course objectives
1. Quickly assess patients 2. Triage patients appropriately 3. Recommend appropriate non-prescription or
nonpharmacologic treatment4. Counsel self-treating patients on recommended
therapies5. Monitor for efficacy and safety of treatment6. Know mechanisms of action, doses/formulations,
common side effects and their management, and common drug interactions and their management for self-care products
7. Communicate with patients empathically and respectfully; appreciate barriers to pharmacist-patient communication and adapt communications accordingly
8. Participate constructively in teams, using skills such as advocacy and inquiry to ensure optimal team functioning
9. Act as an effective team leader, demonstrating ability to encourage balanced participation from all team members and foster healthy team dynamic
Phase 3
Phase 1, 2
Phase 3
Phases 2, 3
Phases 2, 3
Tuesday(discussion)
Thursday(discussion)
Friday(lab)
Orientation, approach to self-treating patient
Group formation
Unit 1
Headache Dysmenorrhea
Musculoskeletal pain Fever/Cold
Allergic rhinitis Cough
Unit 2
Constipation Constipation Exam 1
Diarrhea Intestinal gas/anorectal disorders
Heartburn Heartburn
Unit 3
Acne Fungal and bacterial skin infections
Exam 2
Spring Break
Pediculosis Dermatoses (contact, diaper and atopic)
Dermatoses (contact, diaper and atopic)
Dermatoses (contact, diaper and atopic)
Warts Bug bites and stings
Unit 4
Ophthalmic health Otic health Exam 3
Oral health Dietary supplements
Nutrition Exercise/Weight loss
Exam 4
Individual performance 75%
Individual readiness assessment tests 10%
Lab activities 15%
Unit examinations 35%
Final examination 15%
Team performance 20%
Team readiness assessment tests 10%
Recitation activities 10%
Peer evaluation of team participation 5%
TOTAL 100%
Course assessment
CRLT MSF
TBL is useful because:
• It provides more interaction• It fosters real learning and
independence• Students learn from each other• Case studies seem real• It allows for direct application
of knowledge• It provides instant feedback…• We learn there can be more
than 1 right answer• We are more prepared for class• We learn teamwork• TRATs foster deep discussion of
material
Improvements that could be made include:
• Making closer connections between case studies and exams
• Making labs more efficient• Rebalancing time allotted for
each unit (more time for some topics, less for others)
P431
(T
BL)
P532
(lec
ture
)0
20
40
60
80
100
Overall
P431
(T
BL)
P532
(lec
ture
)0
10
20
30
40
Essay questions
Knowledge Application Team skills0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Performance on Community IPPE
P2 (TBL) P3 (lecture)N=18
Improvements in process… Targeting pre-work to learning
objectives Less frequent RAP where appropriate More individual assessments in lab Fine-tuning peer assessments Name tags
Phase 1 - Preparation Guided self-study
Reading Worksheets Formulary
Must be completed before class Independent work will produce better
learning
Phase 2 – Readiness assurance
Individual Test
(10 min)
Individual Test
(10 min)
Closed book 10 questionsClosed book 10 questions
Answer both on test and
answer sheet
Answer both on test and
answer sheet
Submitanswer sheet
Submitanswer sheet
Team Test
(10 min)
Team Test
(10 min)
Closed book same test
Closed book same test
Place answers on IF-AT
answer sheet
Place answers on IF-AT
answer sheet
Submit team answer sheetSubmit team answer sheet
Appeals
(by end of class)
Appeals
(by end of class)
Open bookOpen book
Show evidence from
reading
Show evidence from
reading
Q&A
(10 min)
Q&A
(10 min)
Clarify issuesClarify issues