Pharmacy students’ perception of learning and engagement in a flipped-classroom of a physiology course

Abstract

ABSTRACT This interventional study implemented flipped classroom pedagogy to enhance pharmacy students’ academic performance in a physiology course. Ninety-six Pharm. D students enrolled at a private-sector University of Islamabad, Pakistan were provided with video lectures and reading material for pre-sessional learning followed by a faculty-led face-to-face session for case-studies, class discussions and post-class quiz. Students’ feedback was recorded through Likert-scale survey and comments on method employed. Up to 90% of students completed the pre-session preparation. Around 90% of students gave positive responses towards flipped classroom. Students reported that they developed a better understanding of the concepts (1.5 ± 0.65), their class participation was improved (1.45 ± 0.56) and they could pay close attention in the class (1.41 ± 0.62), compared to the regular lectures. It is concluded that flipped classroom is an effective way of enhancing students’ engagement and active learning and can be used as a tool in Pharmacy education.