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

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.

KEYWORDS:

• Flipped classroom
• students’ perception
• learning
• engagement
• physiology

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Samra Bashir

Samra Bashir is professor at the Capital University of Science and Technology, Islamabad and PhD in pharmacology. Her research interests are undergraduate ‘pharmacy education’, including threshold concepts in pharmacy education, educational and learning environment and assessment methodology.

Iqra Hamid

Iqra Hamid is lecturer at the Capital University of Science and Technology, Islamabad and has completed her M.Phil in Pharmaceutical chemistry. Her research interests are statistical analysis of pharmaceutical data, pharmacy education and synthetic chemistry.