| ORIGINAL ARTICLE |
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| Year : 2020 | Volume
: 6
| Issue : 2 | Page : 134-139 |
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Case-based learning versus flipped classroom teaching model for the improvement of pediatric drug dose calculation skills of Pharm. D Students
AS Manjula Devi1, Keziah Ann Babu2, J Kiruthigaa Sri2, K Krishna Priya2, Neethu Ane Mathew2
1 Department of Pharmacy Practice, College of Pharmacy, Sri Ramakrishna Institute of Paramedical Sciences, Coimbatore, Tamil Nadu, India
2 Department of Pharm. D Intern, College of Pharmacy, Sri Ramakrishna Institute of Paramedical Sciences, Coimbatore, Tamil Nadu, India
Correspondence Address:
A S Manjula Devi
Department of Pharmacy Practice, College of Pharmacy, Sri Ramakrishna Institute of Paramedical Sciences, Coimbatore - 641 044, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jcrsm.jcrsm_33_20
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Background: Pharm. D students are expected to be proficient in calculating drug dosages. Drug dosage calculations in pediatrics require much attention as infants and children respond differently to adult doses. Students must be capable of calculating accurate doses and also identify any dosing errors in the prescription.
Aim: To determine the effectiveness of two teaching–learning strategies such as case-based learning (CBL) and flipped classroom teaching model (FCTM) for the improvement of pediatric drug dose calculation skills of Pharm. D students.
Methodology: CBL materials and workbook for FCTM were designed. Students were divided into two equal groups and were asked to take a pretest. The students were exposed to the two teaching–learning strategies and were then asked to take a posttest.
Results: The majority of students showed positive improvement in the posttest scores. It was observed that both strategies were effective. Statistical analysis demonstrated that CBL showed a more significant difference in the pre- and posttest scores.
Conclusion: Significant improvement in students' performance with improvement in clinical decision-making and professional thinking skills indicates the effectiveness of these two strategies for teaching drug dose calculations. It was found that CBL had a more significant impact than the FCTM in improving the drug dose calculation skills of Pharm. D students.
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