Exploring Flipped Classroom with Poll Everywhere.

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This is the poster we (Dr Kumar Shiva Gubiyappa, Dr Ankur Barua , Associate Professor Dr Biswadeep Das & Hasnain Zafar Baloch ) at the 11th Asia Pacific Medical Education Conference(APMEC)-2014 …

This is the poster we (Dr Kumar Shiva Gubiyappa, Dr Ankur Barua , Associate Professor Dr Biswadeep Das & Hasnain Zafar Baloch ) at the 11th Asia Pacific Medical Education Conference(APMEC)-2014 organized by Medical Education Unit(MEU), Yong Loo Lin School of Medicine, National University of Singapore, Singapore on January 17-18,

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  • 1. Exploring the Flipped Classroom by Using Poll Everywhere Kumar Shiva 1, Gubbiyappa Ankur 2, Barua Biswadeep 3, Das Hasnain Zafar 4 Baloch Mr. Rohit Kumar Verma, Mr. Hasnain Zafar Baloch 1School of Pharmacy, 2,3School of Medicine, 4Department of Learning Resources, International Medical University, Bukit Jalil, Kuala Lumpur-57000, Malaysia. Introduction Material & Methods Study Design: Non- randomized trial on interrupted time series Setting:  Department of Life Sciences, School of Pharmacy at IMU Sampling Method: Study Period: Four months (1st July to 30th Nov 2013) Simple random sampling - electronically generated random numbers Data Collection Procedure: Pilot study was conducted one month earlier Feedback questionnaire1 was further refined Four i-lectures and prereading materials – uploaded on e-learning portal two weeks before the FC activity Inclusion Criteria: All undergraduate students of Pharmacy (Semester 5), who gave informed written consent Source: http://www.deseretnews.com/article/765616415/Flipped-classrooms-Turning-learning-upside-down.html?pg=all  Active Learning  Interactive approach Tools Used  Audience Response System (ARS)  Feedback Questionnaire1 Objectives Exclusion Criteria: Eligible students who were absent on the day of FC activity Incomplete Quiz or feedback questionnaires Study Population: Normal deviate for 95% CI = 1.96 Proportion of expected positive feedback - at least 50% Absolute precision of estimate - 5% Total eligible population -156 undergraduate Pharmacy students. Ethical Considerations: Ethical approval from School of Pharmacy, IMU Informed written consent Confidentiality maintained Data Analysis: Epi-info version 5.0 and SPSS version 17.0 Proportion & McNemar’s Test Here, p-value <0.05 was considered as significant The minimum sample size for this study - 112 Results Table1: Proportion of Individual Responses on Feedback Data Collection Table2: Comparison between FC Quiz Result (pre-test) and End of Semester Examination Result (post-test)  Pharmacy students’ perception on Flipped Classroom (FC) using Poll Everywhere ARS. Discussion  Our findings were similar to Gardner et.al. (2006)2, Litzenger et.al. (2011)3 and Olds et. al. (2011)4 - Pharmacy students expressed a high preference for FC instead of the traditional instructor-led lectures.  Pierce R et.al.1 - Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module reported that student performance significantly improved during final examination. Conclusion  The flipped classroom activity with Poll Everywhere, is a powerful teaching-learning method.  Effectiveness of FC activity as a teaching-learning method. Recommendation FC @ IMU Randomly selected 112 complete responses were included in final analysis. There were 47(42.0%) male and 65(58.0%) female respondents. The overall Cronbach’s alpha of feedback questionnaire was 0.912. The low or middle achievers of Quiz session (pre-test) during the FC activity were 3 times (95%CI = 1.1-8.9) at risk of providing neutral or negative feedback than high achievers (p=0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95%CI=1.3-11.8) at risk of becoming low or middle achievers during the End of Semester Examination (p=0.013). RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.co m  Multi-disciplinary approach with a multi-centric, randomised controlled trial is recommended. References 1.Pierce R, Jeremy Fox J. Vodcasts and ActiveLearning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module. American Journal of Pharmaceutical Education 2012; 76(10): 196. 2.Gardner S. Preparing for the Nexters. Am J Pharm Educ. 2006;70(4):Article 1. 3.Litzenger T, Lattuca L, Hadgraft R, et al. Engineering education and the development of expertise. J Eng Educ. 2011;100(1):123–50. 4.Olds B, Johri A. Situated engineering learning: bridging engineering education research & learning sciences. J Eng Educ. 2011;100(1):151-85.