The impact of the flipped classroom instructional model on MPharm students in two pharmacy schools in the UK

Introduction: A “flipped classroom” uses technology to shift the traditional lecture outside the scheduled class time and uses the face-to-face time to engage students in interactive activities. / Aim of the study: Assess the feasibility, acceptability and effectiveness of using the “flipped classroom” teaching format with MPharm students in two pharmacy schools in the UK: UCL School of Pharmacy and the School of Pharmacy and Biomedical Sciences at University of Portsmouth. / Methods: An experimental mixed methods design was employed, with final year MPharm students in two phases; 1) a qualitative study using focus groups 2) a quasi-experiment measuring knowledge acquisition and satisfaction by delivering a session on rheumatoid arthritis, in two teaching formats: the flipped classroom and the traditional lecture. / Results: The flipped classroom approach was preferred over the traditional lecture for delivering a pharmacy practice topic, and it was comparable or better than the traditional lecture with respect to knowledge acquisition. In addition, this teaching approach was found to overcome the perceived challenges of the traditional lecture method such as fast pace instructions, student disengagement and boredom due to lack of activities and/ or social anxiety. However, high workload and difficult or new concepts could be barriers to pre-class preparation, and therefore successful flipped classroom. The flipped classroom encouraged learning scaffolding where students could benefit from application of knowledge, and interaction with peers and the lecturer, which might in turn facilitate learning consolidation and deep understanding. This research indicated that the flipped classroom was beneficial for all learning styles. / Conclusion: Implementing the flipped classroom at both pharmacy institutions was successful and well received by final year MPharm students. Given the attention now being put on the Teaching Excellence Framework (TEF), understanding effective methods of teaching to enhance student achievement and satisfaction is now more valuable than ever

Flipping pharmacoepidemiology classes in a Saudi Doctor of Pharmacy program

Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation  when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the  student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical  difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance. Keywords: Flipped classroom, Pharmacy education, Blended learnin

Biosocial predictors and blood pressure goal attainment among postmenopausal women with hypertension

ObjectivesIn postmenopausal states, women may not maintain blood pressure (BP) in the same way as men, even though most women follow their treatment plans and prescriptions more consistently than men. Biological and lifestyle factors influence the progression of hypertension in postmenopausal women (PMW). This study aimed to determine biosocial predictors associated with achieving the target BP in PMW with hypertension.MethodsA prospective observational study was conducted in the General Medicine Department at Karuna Medical College Hospital, Kerala, India. The definition of BP goal attainment was established based on the guidelines outlined by the VIII Joint National Committee 2014 (JNC VIII). Multivariate logistic regression analysis was used to analyse biosocial predictors, such as educational status, employment status, body mass index (BMI), number of children, age at menarche, age at menopause, and number of co-morbidities, associated with BP goal achievement.ResultsOf the patients, 56.4% achieved their BP goals on monotherapy and 59.7% achieved it on combination therapy. Level of education [odds ratio (OR) = 1.275, 95% confidence interval (CI): 0.234–7.172], employment status (OR = 0.853, 95% CI: 0.400–1.819), age at menopause (OR = 1.106, 95% CI: 0.881–1.149), number of children (OR = 1.152, 95% CI: 0.771–1.720), BMI (OR = 0.998, 95% CI: 0.929–1.071), and number of co-morbidities (OR = 0.068, 95% CI: 0.088–1.093) did not show a significant relationship, and age at menarche (OR = 1.577, 95% CI: 1.031–2.412) showed a significant association with BP goal attainment among hypertensive postmenopausal women.ConclusionHalf of the hypertensive postmenopausal women did not achieve their BP goals. Interventions are required to expand screening coverage and, under the direction of medical professionals, there should be plans to improve hypertension control and increase awareness of the condition

Flipped classrooms in pharmacy education: A systematic review

© 2023 The Author(s). Published by Elsevier B.V. on behalf of King Saud University. This is an open access article under the Creative Commons Attribution-NonCommercial-NoDerivatives CC BY-NC-ND licence, https://creativecommons.org/licenses/by-nc-nd/4.0/Background In recent years, flipped classrooms (FCs) have gained popularity in higher education, particularly among healthcare students. The FC model is a blended learning approach that combines online learning with in-class activity. This has prompted many instructors to assess how they teach and prepare successful graduate students for today's society. Additionally, colleges and universities have been challenged to deliver curricula that are relevant to the needs of students and to provide the rising skills and knowledge that are expected to be acquired by students. Objective This systematic review aims to evaluate the flipped classroom teaching approach in pharmacy education and to provide a summary of the guidance for the introduction and implementation of the flipped classroom model in pharmacy educational programs. Method This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Eight databases were cross-screened by four reviewers, following key terms and predefined inclusion and exclusion criteria. A form was developed to extract relevant data from the reviewers. Qualitative data within the studies reporting students’ and educators’ perceptions and views on the FC model were also analyzed using a thematic analysis. Studies were appraised using the Medical Education Research Quality Instrument (MERSQI) and the Joanna Briggs Institute (JBI) checklist for qualitative research. Results The reviewers screened 330 articles, of which 35 were included in the review. The themes identified were implementation, academic performance outcomes, student satisfaction with the flipped classroom model, and long-term knowledge retention. Most studies (68%) have found that flipped learning enhances students’ success and exam performance. Six (27%) studies reported no statistically significant difference in academic performance. However, two studies reported lower long-term knowledge retention in FC learning than in lecture-based learning. The students’ perceptions of the FC approach were assessed in 26 studies, and the majority reported positive feedback. However, some students found the pre-class homework difficult to complete before class, and some expressed dissatisfaction with the inconsistent grading and unclear assessment questions in the FC model. Overall, the FC model was found to enhance the students’ critical thinking and communication skills, self-confidence, and time management. Conclusions The findings of this review indicate that pharmacy students generally found the flipped classroom model preferable to traditional lectures. However, this preference is conditional on the effective implementation of this approach and alignment within the core instructional elements. The issue of increased workload for students associated with self-directed pre-class learning may present a challenge.Peer reviewe

An evaluation of knee osteoarthritis pain in the general community-Asir region, Saudi Arabia.

BackgroundKnee osteoarthritis (KOA) is one of the most common conditions resulting in disability, particularly in the elderly population. Osteoarthritis (OA) is the most common articular disease and the leading cause of chronic disability in the developed world.ObjectiveThis study was carried out to evaluate knee pain in the Asir region of Saudi Arabia. An analytical cross-sectional survey design was adopted in the Asir region from April 2023 to August 2023 to assess the knee pain of the adult population using an anonymous online questionnaire.ResultsOf 1234, 332 were men (26.90) and 902 were women (73.09). WOMAC index score category 55.34% (n = 683) of the subjects had a low risk (score ConclusionKOA is more common in older, obese people who have reached the age of 50 in the Asir region, and it is more prevalent in women. Alarms the need for appropriate awareness programs for better disease prevention and health outcomes for the benefit of the community through general public health programs

Sociodemographic variables of the study population.

Sociodemographic variables of the study population.</p

WOMAC index compared with ACR clinical criteria for diagnosing OA among the study population using the McNemars test.

WOMAC index compared with ACR clinical criteria for diagnosing OA among the study population using the McNemars test.</p

WOMAC Index screening tool scores among study population (n = 1234).

WOMAC Index screening tool scores among study population (n = 1234).</p