The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

Objective: To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students.

Design: In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises.

Assessment: Students who accessed all online module segments participated in more in class clicker questions (p=0.