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.

摘要

这项干预性研究实施了翻转课堂教学法，以提高药学学生在生理学课程中的学习成绩。九十六药。在巴基斯坦伊斯兰堡私立大学注册的 D 学生获得了视频讲座和课前学习阅读材料，然后是教师主导的面对面课程，用于案例研究、课堂讨论和课后测验. 通过李克特量表调查和对所采用方法的评论记录学生的反馈。高达 90% 的学生完成了课前准备。大约 90% 的学生对翻转课堂反应积极。学生报告说他们对概念有了更好的理解（1.5±0.65），课堂参与度提高（1.45±0.56），他们可以在课堂上集中注意力（1.41±0.62），与常规讲座相比。得出的结论是，翻转课堂是提高学生参与度和主动学习的有效途径，可作为药学教育的工具。