FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING CREATED OER CONTENT

About you Myself Dr Pavani V, Associate Professor and HOD, Department of Pharmaceutics, GRCP, Hyderabad, Telangana. I designed this flipped classroom activity for M. Pharm first year students for the course Modern Pharmaceutics.

Pavani V TOPIC: Preformulation COURSE: MODERN PHARMACEUTICS DOMAIN: BOSCIENCES AND ALLIED TARGET AUDIENCE: I YEAR PG/MPHARM STUDENTS IN PHARMACY AFFILIATION: GOKARAJU RANGARAJU COLLEGE OF PHARMACY

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching this video student will be able to Define Preformulation and its importance (Understand Level) Explain different parameters influenced by preformulation studies(Apply Level) Identify different types of incompatibilities (Apply Level) Key Concept(s) to be covered Importance of preformulation. Types of DE incompatibilities. Examples of DE incompatibilities.

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=_yJziznM64Q&t=6s License of Video Creative Commons Attribution license (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Importance V1: 00– 2:49 2.49 Types V2: 3.52-8.41 4.51 TOTAL DURATION 8:41 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Define Preformulation and its importance Answer the following Q1. Define preformulation Q2. Give the importance of preformulation studies 7 min Watch V1 and then answer Q1 & Q2

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Explain different parameters influenced by preformulation studies Answer the following Q1. mention parameters influenced by preformulation? 7 min Watch V2 and then answer Q1

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) IdenIdentify different types of incompatibilities Answer the following Q1. What are different types of incompatibilities ? Q2. What type of interaction exists between primary amines and MCC? 6 min Watch V2 and then answer Q1 & Q2 Submit answers to all questions two hours before coming to the class. Continuous assessment marks (10 M) is given based on timely submission. Total activity duration 20 minutes

In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, Differentiate between different types of incompatibilities Understand the significance of DEC studies Key Concept(s) to be covered Significance of preformualtion Types of incompatibilities

In-class Activity Design -2 Active Learning activity(ies) that i plan to do Identify the type of incompatibility Think-Pair-Share Concept clarification using. Peer Instruction

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of basic types and uses of dosage forms. Total duration: 10 mins Q1: Change in pH of stomach by administration of antacids comes under which type of incompatibity? Physical b) chemical c) biopharmaceutical d) all  Q2: Drug excipient interactions can be a) Beneficial b) detrimental c) both d) none

In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote by showing the paper on which answer alphabet is written individually. Then they will discuss with peers about different types of dosage forms and come to consensus. Listen to instructors explanation.

In-class Activity Design -2 TPS Strategy – total duration: 16 mins What Instructor does Ask the students to identify the incompatibility. Justify the selection. Think (~3 minutes) Instruction: Think individually and identify the incompatibility Pair (~5 minutes) Instruction: Students are instructed to pair with adjacent student and compare their answers and to agree on one final answer. While students are pairing and discussing, instructor goes around the class and encourages all the students to pair and discuss.

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Each group shares their answer with the class along with the reasoning. Other students can ask them questions. Instructor checks whether each group shared their answers and if any different opinions are there. After sharing, instructor explains the correct solution along with reasoning.

In-class Activity Design -2 Justify why the above is an active learning strategy In the above two strategies, students are made to do activities beyond simple listening and implementation of instructed steps. They are made to think, write, evaluate and analyse based on the knowledge acquired in out of class activity. They are engaged through out the activity. Their doubts can be clarified immediately as instructor guides and clarifies during the activities.