Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations

Abstract

ObjectiveTo compare the effectiveness of teaching a pharmaceutical calculations course using a flipped versus traditional instructional method. MethodsFor the flipped method, students were required to watch recorded lectures before class, and class time was used for completing problems. For the traditional method, lectures were delivered in class followed by use of some class time for completing problems. The course material was divided into sections I and II. In 2011, sections I and II were taught by the flipped and traditional method, respectively. In 2012, both the sections were taught using the flipped method. Exam 1 and final exam part A tested the material covered in section I. Exam 2 and final exam part B tested the material covered in section II. Section II scores were compared between the 2011 and 2012 cohorts. Pre-admission criteria and section I scores were compared between the two cohorts to assess whether difference in section II scores could be attributed to differences in-class composition. Student perceptions about the flipped and the traditional instructional method were also examined. ResultsThe 2012 cohort (taught by flipped method) achieved a higher score on the section II material (exam 2, p = 0.013 and final exam part B, p = 0.001) compared to the 2011 cohort (taught by traditional method). Student perception data also indicated that a majority of students preferred the flipped method over the traditional method. ConclusionThis study demonstrates that a flipped classroom approach for teaching pharmaceutical calculations can improve student performance and satisfaction.