Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion.
Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months.
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Tapping the power of peer-to-peer learning requires the allocation of time. Shifting course content delivery (knowledge dissemination) to outside the actual course meeting is a requisite component of collaborative learning models. Reading assignments, recorded lectures, problem sets, and other content are assigned and completed prior to attending course meetings.
The degree of student absenteeism varied from one course to another. Across all 3 courses, attendance in the management course was the highest; about 73% of respondents had no or only 1 absence. This higher attendance rate likely can be attributed to unannounced quizzes and in-class activities that impact students' grades. In the other 2 courses in which attendance did not affect student's grades, the degree of absenteeism in the integrated pharmaceutical sciences course was lower. Only 28% of respondents reported being absent 7 or more times from integrated pharmaceutical sciences classes in the spring semester when classes for this course were held 4 times a week. The degree of absenteeism was greater in the pharmaceutics course, in which 38% had been absent from class at least 11 times when classes were held twice a week. To understand absenteeism variability among courses, further examination of student-reported reasons to attend class were conducted.
Different reasons to attend and not attend class were identified for each of the 3 courses. A wide variety of reasons were reported and were, to a large extent, specific to the course. This finding suggests that the decisions to attend or not attend class were complex. These decisions may be affected by various factors such as those influenced by students (eg, I feel obligated to attend, I want to take my own notes), those influenced by course content and policy (eg, the course content is difficult, we might have an activity or pop quiz that will affect my grade), and those influenced by the instructor (eg, the instructor notices and cares when I am there, the instructor highlights what is important to know). Two main reasons to attend class commonly identified across all 3 courses were: students wanted to take their own notes and instructors highlighted what was important to know. As all 3 classes provided similar teaching styles utilizing Microsoft PowerPoint presentations, lectures, and handouts, this similarity was not unexpected. Reasons given to not attend class were that students were working on assignments or studying for tests for other courses, and that the course content was available from another source. Our findings and those of Fjortoft are consistent.15 Both studies emphasized the importance of instructors giving additional information in class beyond what exists in class handouts and highlighting information that is important to know. Further, both studies found that examinations scheduled for other courses had an impact on class attendance.
Learning without meaning is often soon forgotten because, without understanding, it is difficult to apply information to future reasoning. Simply put, learning is the product of teaching, but it does not always take place just because an instructor teaches. How teachers understand learning will influence the way they teach and how their students learn as well.4 It is important for teachers to transition their concept of learning from simple knowledge acquisition, with learners memorizing by rote, toward more consequential knowledge construction with application of skills. Extending learning to include knowledge and skill applications can require a substantial change in how teachers both understand and approach the teaching-learning process. This transition moves from an instructor-centered and often lecture-based teaching format toward a learner-centered teaching format that may include discussion and case-based applications. When teachers develop as educators, their perception of teaching and learning grow along this continuum.5
The benefit of active learning to courses and curricula is that it involves student engagement in activities, stimulating higher-order thinking, problem solving, and critical analysis, and providing feedback about the learning process to both teacher and students.14 It also places greater emphasis on student exploration of attitudes, values, and habits, and can increase student motivation to learn and improve their abilities.13 Engaging students in their learning is essential. Not just any active-learning strategy will provide the intended outcomes of engagement. Five key changes in teaching practice toward a learner-centered instructional orientation have been recognized: shifting and sharing power between the teacher and student; transitioning the teacher's role from an expert who lectures to a coach who facilitates; creating a course environment that motivates students to accept more responsibility for their learning; aligning course content with learning-strategy development; and involving students in the purpose and process of evaluation, which can include peer evaluations with feedback.15 As implied by the term active learning, focusing on learning can help teachers to concentrate less on specific teaching techniques and more on methods to promote learning among their students.
Student attention during a traditional 60-minute lecture increases during the first 10 minutes, declines steadily for the next 45 minutes, and then increases again during the last few minutes of the lecture.16 Similarly, student retention of information presented during the lecture declines substantially after 10 minutes and continues to diminish until the last few minutes of the lecture session.17 Immediately following the lecture, students remember approximately 70% of information presented during the first 10 minutes of the lecture but only approximately 20% of that presented during the last 10 minutes.18
One means of improving student attention and retention during lectures is to integrate short active-learning strategies throughout the lecture. Ruhl evaluated this strategy by dividing a 45-minute lecture into thirds and inserting a 2-minute break after each 15-minute interval. During the 2-minute breaks, students worked in pairs to compare and clarify their lecture notes. Ruhl compared student retention with this approach to retention in a group of students who listened to a traditional lecture and found that both short-term and long-term retention of lecture material was better in the student group in which the active-learning approach was used.19
Problem-Based Learning. Pioneered by McMaster University in Canada, problem-based learning (PBL) presents students with real-world, open-ended problems to solve.35 Traditional lectures are not usually part of this approach. The process begins with giving small groups of students an authentic problem to solve. Students then must determine what knowledge they already possess and what knowledge or concepts they need to learn in order to solve the problem. Students are self-directed and responsible for constructing their own learning, with faculty members serving as guides or resources for where to find needed information. Defining characteristics of the PBL method include: knowledge acquisition that is student-driven and uses inductive reasoning, which is often part of an analytical problem-solving approach; problems that are context-specific and authentic to what the student will face as a practitioner; problems that are complex and often ambiguous, requiring students to analyze their problem-solving strategies; students who are collaborative and interdependent, working in small groups that take responsibility for their individual as well as the group's learning; and basic and clinical sciences, which are integrated as concepts and become part of student inquiry-based learning. Numerous reports in the pharmacy literature also have shown that PBL is an effective method for enhancing student learning and abilities.36-40
You will be exposed to many different styles of teaching and learning. The programme is delivered through a combination of experiential learning, lectures, practical classes, tutorials, problem-solving classes, clinical seminars and workshops, clinical placements, skills workshops with patients, journal clubs, independent learning, and visits to hospital and community pharmacies. There is also an emphasis on connected learning; supplementing traditional on campus teaching and learning with high quality, collaborative and engaging online learning activities.
Contact hours vary between years of study and students will participate in a variety of learning activities including lectures, practicals, workshops and placements across each year of the course. Contact time includes timetabled sessions you should attend either in-person or online. A Year 1 student on this course can expect to commit to 15-20 hours per week average contact time. This does not include self-directed study.
You will have lectures that provide foundational knowledge, and will also apply your learning in Saskatchewan Polytechnic's well-equipped labs. Experienced instructors provide group and individual instruction, giving you hands-on training and real-world skills.
Using examples related to oncology, you will explore signal transduction networks. You will examine in detail receptor-mediated signalling, and study how drugs perturb signalling cascades. You will also learn about processes involved in cell division. Drug targets and production of biopharmaceutics (monoclonal antibodies) in eukaryotic cells will be considered. This module will also introduce you to eukaryotic gene regulation; DNA replication, recombination and repair. be457b7860
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