The Flipped Classroom – From Theory to Practice in Health Professional Education

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning

A Review of Contemporary Diversity Literature in Pharmacy Education

Objective. To review and categorize published educational research concerning diversity within colleges and schools of pharmacy

Identifying Shared Values for School-Affiliated Student Organizations

Objective. To identify shared values for student organizations

Design, Implementation, and Outcomes of a Three-week Pharmacy Bridging Course

Objective. To evaluate the design, implementation, and outcomes of a three-week pharmacy bridging course (PBC) covering five math and science areas for first-year doctor of pharmacy students in fall 2015

Association of Health Sciences Reasoning Test Scores With Academic and Experiential Performance

Objectives. To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum

Using the multiple mini interview as an assessment strategy within the first year of a health professions curriculum

Abstract Background The multiple mini-interview (MMI) is a common assessment strategy used in student selection. The MMI as an assessment strategy within a health professions curriculum, however, has not been previously studied. This study describes the integration of a 5-station MMI as part of an end-of-year capstone following the first year of a health professions curriculum. The goal of the capstone MMI was to assess professional competencies of students and to offer formative feedback to prepare students for their upcoming clinical practice experiences. The purpose of this study was to evaluate the psychometric properties of an MMI integrated into a health professions curriculum. Methods Five capstone MMI stations were designed to each evaluate a single construct assessed by one rater. A principal component analysis (PCA) was used to evaluate the structure of the model and its ability to distinguish 5 separate constructs. A Multifaceted Rasch Measurement (MFRM) model assessed student performance and estimated the sources of measurement error attributed to 3 facets: student ability, rater stringency, and station difficulty. At the conclusion, students were surveyed about the capstone MMI experience. Results The PCA confirmed the MMI reliably assessed 5 unique constructs and performance on each station was not strongly correlated with one another. The 3-facet MFRM analysis explained 58.79% of the total variance in student scores. Specifically, 29.98% of the variance reflected student ability, 20.25% reflected rater stringency, and 8.56% reflected station difficulty. Overall, the data demonstrated an acceptable fit to the MFRM model. The majority of students agreed the MMI allowed them to effectively demonstrate their communication (80.82%), critical thinking (78.77%), and collaboration skills (70.55%). Conclusions The MMI can be a valuable assessment strategy of professional competence within a health professions curriculum. These findings suggest the MMI is well-received by students and can produce reliable results. Future research should explore the impact of using the MMI as a strategy to monitor longitudinal competency development and inform feedback approaches

High-intensity interval training (HIIT) in hypoxia improves maximal aerobic capacity more than HIIT in normoxia:a systematic review, meta-analysis, and meta-regression

The present study aimed to determine the effect of high intensity interval training (HIIT) in hypoxia on maximal oxygen uptake (VO2max) compared with HIIT in normoxia with a Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA)-accordant meta-analysis and meta-regression. Studies which measured VO2max following a minimum of 2 weeks intervention featuring HIIT in hypoxia versus HIIT in normoxia were included. From 119 originally identified titles, nine studies were included (n = 194 participants). Meta-analysis was conducted on change in (∆) VO2max using standardised mean difference (SMD) and a random effects model. Meta-regression examined the relationship between the extent of environmental hypoxia (fractional inspired oxygen [FiO2]) and ∆VO2max and intervention duration and ∆VO2max. The overall SMD for ∆VO2max following HIIT in hypoxia was 1.14 (95% CI = 0.56–1.72; p < 0.001). Meta-regressions identified no significant relationship between FiO2 (coefficient estimate = 0.074, p = 0.852) or intervention duration (coefficient estimate = 0.071, p = 0.423) and ∆VO2max. In conclusion, HIIT in hypoxia improved VO2max compared to HIIT in normoxia. Neither extent of hypoxia, nor training duration modified this effect, however the range in FiO2 was small, which limits interpretation of this meta-regression. Moreover, training duration is not the only training variable known to influence ∆VO2max, and does not appropriately capture total training stress or load. This meta-analysis provides pooled evidence that HIIT in hypoxia may be more efficacious at improving VO2max than HIIT in normoxia. The application of these data suggest adding a hypoxic stimuli to a period of HIIT may be more effective at improving VO2max than HIIT alone. Therefore, coaches and athletes with access to altitude (either natural or simulated) should consider implementing HIIT in hypoxia, rather than HIIT in normoxia where possible, assuming no negative side effects

Validating criteria for identifying core concepts using many-facet rasch measurement

IntroductionCore concepts are foundational, discipline-based ideas considered necessary for students to learn, remember, understand, and apply. To evaluate the extent to which a concept is “core,” experts often rate concepts using various criteria, such as importance, complexity, and timeliness. However, there is a lack of validity evidence for core concepts criteria.MethodsUsing a three-facet Many-Facet Rasch Measurement (MFRM) model, we analyzed 7,558 ratings provided by 21 experts/raters for 74 pharmacology core concepts using five criteria measured on a five-point scale.ResultsAll of the criteria had Infit or Outfit MnSq values within the expected range (0.5 < MnSq < 1.7), suggesting the criteria contained an acceptable amount of variability; a reliability index of approximately 1.00 suggested that the criteria were reliably separated with a high degree of confidence. The rating scale Outfit MnSq statistics also fell within the 0.5–1.7 model fit limits; the “average measure” and “Rasch-Andrich thresholds” increased in magnitude as the rating scale categories increased, suggesting that core concepts with higher ratings were in fact meeting the criteria more convincingly than those with lower ratings. Adjusting expert ratings using the MFRM facets (e.g., rater severity) resulted in reorganization of core concepts rankings.ConclusionThis paper is a novel contribution to core concepts research and is intended to inform other disciplines seeking to develop, implement, and refine core concepts within the biomedical sciences and beyond

A Study of Layered Learning in Oncology

Objective. To explore use of pharmacy learners as a means to expand pharmacy services in a layered learning practice model (LLPM), to examine whether an LLPM environment precludes achievement of knowledge-based learning objectives, and to explore learner perception of the experience

Rational and Experiential Decision-Making Preferences of Third-Year Student Pharmacists

Objective. To examine the rational (systematic and rule-based) and experiential (fast and intuitive) decision-making preferences of student pharmacists, and to compare these preferences to the preferences of other health professionals and student populations