Evaluation of the Inverted Classroom Approach in a Case-Study Course on Antithrombotic Drug Use in a PharmD Curriculum: French Monocentric Randomized Study.

ABSTRACT:

Background

Appropriate antithrombotic drug use is crucial knowledge for pharmacy students.

Objective

We sought to compare the inverted classroom (IC) approach to a traditional question-and-answer educational approach with the aim of enhancing pharmacy students' engagement with a case-study course on antithrombotic drug use.

Methods

Third-year PharmD (Doctor of Pharmacy) students from Paris Cité University were randomly assigned to control (n=171) and IC (n=175) groups. The latter were instructed to read and prepare the preprovided course material 1 week before the in-class session to assume the instructor role on the target day, whereas students of the control group attended a traditional case-study course carried out by the same instructor. All students completed pre

SUBMITTER: Jourdi G 

PROVIDER: S-EPMC12039941 | biostudies-literature | 2025 Apr

REPOSITORIES: biostudies-literature