Using flipped class with in-class real-time interactive software to teach undergraduate pharmacy student’s (L6) consultation skills for women’s health issues. Ravina Barrett

Ravina Barrett, Univ of Portsmouth Introduction A flipped-class approach was developed to enable large, complex material on women’s health to be taught. Level 6 MPharm students at the University of Portsmouth in two, one- hour lectures. Ten pre-lecture videos (~ 2 hours) were supplied a fortnight in advance. In-class, students were expected to conduct patient consultations. Interactive software was used to pose pre-set questions during the six patient consultations based on different case presentations. The first lecture had 100 students and the second lecture had 85 students in attendance. Feedback was collected at the end of the second lecture. 4th July 2017 Ravina Barrett, Univ of Portsmouth

Pedagogy Aim and objectives I anticipate that greater interactivity even in a flipped-class approach, improves the students' learning experience and eventual outcome at assessment. This study seeks to examine if students find the interactive nature of such teaching useful and if they prefer it over a simple ‘flipped class’ approach Are these statistically significant? 4th July 2017 Ravina Barrett, Univ of Portsmouth

Lesson Aim & Objectives The aim was to develop consultation skills at practitioner level via role- modelling. The learning objectives for the two lectures was that students should be able to understand the causes and symptoms associated with common women’s conditions as presented at community pharmacy. Students should appreciate the range of treatments, their appropriate use, safe dose, and any advisories. Students should build their competence and confidence in conducting such a consultation and understand when to refer the patient. Students should develop communication skills to meet professional standards. 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Setting Real-time feedback was provided instantly via interactive, dialogic approach (Nearpod.com). Care was taken to provide university owned devices to anyone who wanted them for the session to facilitate equal learning opportunities for students of all backgrounds. Individuals had equal opportunity to contribute to the interactive lesson (using their unique student ID number to provide a degree of privacy and anonymity in class). A safe learning environment was provided to facilitate ‘controlled failure’ so that the class could learn from individual errors. 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Rational This method created a learning scaffold around the student’s pre- existing knowledge to build on their prior learning. This approach used blended learning in a dialogic approach with built-in evaluation on clinical, technical, and ethical components. This experiential learning process helps align the assessment with long‐term learning for the student. It achieves constructive alignment between Universities based teaching and learning experiences towards succeeding at summative assessment. This authentic learning experience is believed to improve accuracy and reduce the risk to patients (LO). 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Role of the tutor The tutor acted as the ‘expert patient’ and could give practitioner level ‘correct answers’. The tutor applauded correct student submission and could address each incorrect theme with reasoning and explanation to eliminate logic error (formative assessments). The tutor was also then able to guide further self-study material as gaps in student knowledge emerged. 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Role of the tutor The tutor used a narrative and case-based approach to engage students and to capture their attention. Cases like stories, provide a human context to encourage the student to think about their patient. Hopefully, this will transform the student into a self-directed learner and professional who will rigorously maintain patient safety, health, and well-being at the core of their professional practice to benefit their patients, which of course increases their employability. 4th July 2017 Ravina Barrett, Univ of Portsmouth

In class, they were asked the following questions (duplicates removed) Q1. What non-hormonal treatment options would be considered? Q2. What other treatments might be an option? Q3 What questions do you need to ask? Q4 What course of action will you take and why? Q7. What are your thoughts? What will you do? Q10. What is the final diagnosis? Q11. What is the treatment? Q12. What are the appropriate prevention and counselling messages? In class, they were asked the following questions (duplicates removed) 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Outcome The first and second lecture had respectively 100 and 85 students in attendance. Feedback at the second lecture: 54% found it useful, 38% did not answer, 6% were unsure and 2% found it useless. Students found this combination preferable to interactive-only lectures (not flipped). 4th July 2017 Ravina Barrett, Univ of Portsmouth

Descriptive Statistics   N Minimum Maximum Mean Std. Deviation Poll: Was that useful 48 1 3 1.08 .404 Poll: Which would you prefer 60 4 1.50 .983 Table 1. Descriptive statistics ("Yes" is coded as "1", "No" is coded as "2", "Not sure" is coded as "3”, "Makes no difference" is coded as "4") 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Poll: Was that useful? Of the 85 students polled, 48 answered (46 said ‘Yes’, nobody said ‘No’ and 2 said ‘Not Sure’). A One Sample Binomial Hypothesis test is highly significant (Sig 0.000) and rejects the null hypothesis to show that students statistically significantly found this way of teaching more useful. Hypothesis test – One Sample Binomial Test (Sig 0.000) – Reject the null hypothesis 4th July 2017 Ravina Barrett, Univ of Portsmouth

Poll: Which would you prefer? Of the 85 students polled, 60 answered. 45 preferred ‘women's health’, 6 preferred ‘childhood conditions’, 2 were unsure and 6 said that it ‘Makes no difference’. A One Sample Chi-Square test showed a highly significant (Sig 0.000) number of students chose option 1, this rejects the null hypothesis to show that students statistically significantly found this way of teaching more useful. Hypothesis test – One Sample Chi-Square Test (Sig 0.000) – Reject the null hypothesis 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Conclusion Pedagogy aims have been met. Students found it useful and prefer this style of teaching. Further study is required to establish if this translates into academic success at summative assessment and later in employment. 4th July 2017 Ravina Barrett, Univ of Portsmouth

Ravina Barrett, Univ of Portsmouth Invitation I invite this audience to consider how they can develop similar interactive teaching opportunities for their students. 4th July 2017 Ravina Barrett, Univ of Portsmouth

Thank you Any questions?