Successful use of pre-class videos from a pharmacy course for pre-class learning in a biomedical graduate course

Abstract

Introduction: Although flipped learning has experienced significant uptake within pharmacy schools, its use within related doctoral graduate programs is not well described or understood. Materials and Methods: Thirteen pre-class videos originally created for a Doctor of Pharmacy class were implemented as pre-class learning for a related Doctor of Philosophy class. In the Fall 2018 and Fall 2019, students completed a survey about their experiences, and faculty provided narrative feedback about their experiences. Results: Pre-class videos were positively rated by students, with most agreeing that they “prepared me for the content or activities in the corresponding class” (n = 16, 94.1%). Most agreed that doctoral courses “taught in a classroom should offer pre-recorded lectures” (n = 13, 76.5%). No significant differences were found by year or gender. Faculty subsequently increased their use of pre-class videos. Conclusions: This study is a first step toward exploring strategies for leveraging curriculum materials in flipped classrooms at schools offering multiple degree programs.