ArticleAmerican journal of pharmaceutical education2014
Advanced screencasting with embedded assessments in pathophysiology and therapeutics course modules.
Article in American journal of pharmaceutical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of a Novel Course Concept.European journal of investigation in health, psychology and education · 2023Article
- Pre-Class Learning Methods for Flipped Classrooms.American journal of pharmaceutical education · 2019Review
- Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum.Frontiers in neurology · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo implement and assess the effectiveness of a hybrid learning model using advanced screencasting with embedded assessments in pathophysiology and therapeutics modules.
designTwo pathophysiology and therapeutics course modules on viral hepatitis and the clinical pharmacokinetics of aminoglycosides were chosen for study. The preclass portion of the hybrid model involved student completion of interactive e-lectures that were created with the use of advanced screencasting and included embedded assessments. Students viewed the e-lectures and completed the assessment questions prior to in-class lecture. ASSESSMENT: Preimplementation and postimplementation test scores were compared and student survey data were analyzed. Test scores improved significantly and students' perceptions of the learning method were favorable. Test scores improved most significantly on higher-level Bloom's taxonomy questions.
conclusionA hybrid model that used advanced screencasting with embedded assessments offered a novel method to afford students active-learning opportunities to progress to higher cognitive domains of learning.
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Registered trials
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