Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture

BackgroundIn recent years, a growing number of educators have explored the use of instructional technology to improve student outcomes. However, the efficacy of highly interactive class preparatory tools has been poorly evaluated for neurologic pharmacotherapy courses.PurposeThe purpose of this study was to examine student performance, engagement, and perception of an interactive online preparatory tool used in a flipped neurologic pharmacotherapy course and compare outcomes between the tool and the conventional downloadable paper handout.Basic proceduresParticipants were randomized to the online tool (n = 57) or the conventional handout (n = 59) for class preparation. Dedicated class time was identical for both groups. Scores for a readiness assurance assignment, in-class quiz, and final exam were collected and metrics of engagement were tracked online.Main findingsStudents using the online tool scored significantly higher on the final exam (P = 0.04). The number of distinct days used to access the online tool exhibited moderate positive relationships with the quiz (rp = 0.35) and exam (rp = 0.38). The time of first access exhibited a strong positive relationship with exam performance (rp = 0.48).ConclusionsThe results from this study suggest that engagement with a highly interactive online preparatory tool is positively related to student learning in neurologic pharmacotherapy.