Comparisons of analogical learning and team discussion as interactive in-class activities in flipped classroom of a pharmacy compounding course

ABSTRACT

Flipped classroom in pharmacy education has been widely explored with a major focus on its effectiveness but little emphasis is given to assess the different in-class activities. Therefore, this work compares two in-class activities in an overall flipped classroom: analogical learning and team-based learning (TBL) for a pharmacy course. The students underwent flipped classrooms with recorded lectures for different topics and followed by different assigned in-class activities. The final exam performance and a survey gauging their opinions on the experience were obtained and analysed. Analysis of covariance results showed no difference in the exam grade between the activities but normalised-gain score demonstrated moderately to highly effective for both activities. Despite this, the students rated lower for TBL experience due to the poor participation. Nevertheless, the current comparisons exhibited the benefits of different interactive in-class activities and the need for a careful design based on the students’ interest and engagement levels.

KEYWORDS:

• Flipped classroom
• analogical learning
• team-based learning
• in-class activities
• N-gain score
• pharmacy

Acknowledgments

The authors acknowledge that the pharmacy students voluntarily participated in this study. Hence, we would like to put on record our sincerest appreciation.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/14703297.2023.2252391

Additional information

Notes on contributors

Choon Fu Goh

Choon Fu Goh is a Senior Lecturer in Pharmaceutical Technology at the School of Pharmaceutical Sciences, Universiti Sains Malaysia. He obtained a PhD in Pharmaceutics from the School of Pharmacy at University College London, United Kingdom. His primary research interests focus on formulation design for drug delivery to the skin. He is also enthusiastic about implementing and investigating the use of blended learning in pharmacy education.

Eng Tek Ong

Eng Tek Ong is a Professor at UCSI University. He received his PhD in Science Education from the University of Cambridge, United Kingdom. His research interests encompass inquiry learning, science process skills and integrated STEM Education.