Abstract
Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance.
 Keywords: Flipped classroom, Pharmacy education, Blended learning
Highlights
The traditional lecture method commonly allows students to receive information passively and hinders their active participation in the learning process [1,2]
Active learning is linked to improvements in student performance, motivation, attitudes and transferrable skills, such as problem-solving and
In a metaanalysis that examined the effect of the flipped classroom when compared to the traditional lecture format in health professions education, significant improvement was seen in student learning in the flipped classrooms [18]
Summary
The traditional lecture method commonly allows students to receive information passively and hinders their active participation in the learning process [1,2]. This is attributed to the limited time of the class that is typically spent covering the content of the syllabus, rather than engaging students in interactive activities [3]. Saudi universities offer two principal degrees to enter the pharmacy profession, namely the Bachelor of Pharmaceutical Science (B.Sc. Pharm) and the Doctor of Pharmacy (PharmD) [19]. Pharm) and the Doctor of Pharmacy (PharmD) [19] The genders in both programs are taught separately
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