Content delivery models influence class preparation, study habits, and preferences


  • Jaekyu Shin University of California San Francisco
  • Tina P Brock Monash University, Melbourne


Flipped Classroom, Pharmacy Education, Lectures


Objective: To examine the change in reported levels of class preparation, preferences, study habits and to assess correlation between these and changes in examination scores as students progressed through a course series with different content delivery methods.

Methods: The authors surveyed students regarding pre-class preparation, participation in in-class activities, preferences for class activities, and study habits. Spearman’s coefficient was used to assess a correlation between survey variables and examinations scores.

Results: Ninety-two students completed all surveys (response rate: 80.7%). The proportion of students reporting pre- class preparation and in-class participation was significantly higher in courses employing a flipped classroom model. About 90% indicated that the content delivery in the flipped model had a positive influence on their study habits. The level of class preparation and participation was not significantly correlated with a change in examination scores.

Conclusions: Content delivery models may be associated with reported level of preparation, study habits, and preferences. 

Author Biographies

Jaekyu Shin, University of California San Francisco

Associate Professor of Clinical Pharmacy - Department of Clinical Pharmacy, School of Pharmacy

Tina P Brock, Monash University, Melbourne

Faculty of Pharmacy and Pharmaceutical Sciences


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Research Article