Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Area of Science:

• Pharmacy Education
• Educational Technology

Background:

• Traditional lecture formats may not fully engage students in complex subjects like pharmacotherapy.
• Pharmacy curricula require innovative teaching methods to improve knowledge retention and application.

Purpose of the Study:

• To evaluate the impact of a flipped classroom design on student performance and learning perceptions in a pharmacotherapy course.
• To compare the effectiveness of a flipped classroom versus traditional lectures for second-year pharmacy students.

Main Methods:

• A flipped classroom model was implemented, featuring pre-session online video lectures and post-session case-based discussions.
• Student knowledge retention was assessed using pretest/posttest measures.
• Student perceptions of the learning experience were evaluated through precourse/postcourse surveys.

Main Results:

• Final course grades significantly improved following the implementation of the flipped classroom design.
• Students demonstrated enhanced short-term knowledge retention, with improved posttest scores compared to pretest scores.
• A high level of student satisfaction (88%) was reported, with appreciation for flexibility and case application, though time management challenges were noted.

Conclusions:

• The redesigned flipped classroom approach positively impacted student test performance in pharmacotherapy.
• The flipped classroom model enhanced student perceptions of their learning experience during its initial year of implementation.
• This educational strategy offers a promising alternative to traditional lectures in pharmacy education.