000			a
999			_c15516 _d15516
003			OSt
005			20211120115609.0
008			211120b xxu||||| |||| 00| 0 eng d
040			_aAIKTC-KRRC _cAIKTC-KRRC
100			_914678 _a Liu, Wenyuan
245			_aBlended Teaching Practices for Active Learning in Higher Pharmacy Education
250			_aVol.55(3), Jul-Sep
260			_aBanagalore _bAssociation of Pharmaceutical Teachers of India (APTI) _c2021
300			_a655-663p.
520			_aBackground: Blended adoption of active learning practices improves student achievement on average in college. Nevertheless, there have been few studies to date on the effects of detailed factors on learning outcomes. Objectives: The aim of this study was to develop a blended teaching strategy by incorporating methods of team-based learning (TBL) and e-learning into a Pharmaceutical Analysis course for student active learning, and to explore how the practice impacts student learning outcomes. Materials and Methods: Two blended teaching programs with different blending ratios of TBL and e-learning methods were developed and compared in this study. Students from four experimental classes enrolled in three majors were recruited. Student outcomes related to active learning goals were evaluated using formative and summative evaluation methods. A survey administered after the study was completed. Results: Student e-learning performance was positively correlated with the final scores, suggesting that exercises and tests provided by the e-learning platform made a positive contribution to student knowledge achievement. On surveys a large majority of students reported that working on instructor-posed questions in a TBL setting improved their higher-order cognitive skills, social cohesion and, through that, feelings of accountability. Final scores showed significant differences among students from different majors, which implied that the effectiveness of active learning depends on the characteristics of students and their activities outside of class. Conclusion: The blended teaching strategy developed in this study was effective in improving student achievement in either formative or summative assessments, which provides an accessible and informative entry point for implementing active learning in higher pharmacy education.
650		0	_94639 _aPHARMACEUTICS
700			_914679 _a Gao, Xinzhu
773	0		_tIndian journal of pharmaceutical education and research _x0019-5464 _dBengluru Association of Pharmaceutical Teachers of India (APTI)
856			_uhttps://www.ijper.org/sites/default/files/IndJPhaEdRes-55-3-655.pdf _yClick here
942			_2ddc _cAR