Pharmacy students’ perception of learning and engagement in a flipped-classroom of a physiology course
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Samra Bashir [1] ; Iqra Hamid [1]
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[1] Capital University of Science and Technology, Islamabad, Pakistan
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 59, Nº 4, 2022, págs. 453-461
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
