Comparative study between formative assessment and flipped classroom lectures in a drug information course ‎

Abstract

To compare the short- and long-term retention of knowledge between formative assessment (FA) and flipped classroom (FC) lectures in a drug information course for pharmacy students in Japan. FA lectures were conducted as traditional in-person lectures, and a paper-based reflection quiz was administered at the end of each lecture for approximately ten minutes as a formative assessment. In contrast, FC lectures required students to watch videos before attending lectures, and a multiple-choice test