Abstract:

The concept of inverted class ("Flipped Classroom") arose in 2000 when Lage and Baker proposed a change of place between the two main activities of the traditional model: "homework and lessons in the home". Before that, most of the pedagogical models applied in University degrees was based on the traditional “Master class”, in which the professor develops the theoretical/practical content in the classroom. The flipped classroom is an approach that allows professors to implement a novel pedagogical methodology based on the inversion of the traditional structure of the Master Class, from the group learning space to the individual learning space. In which, the professor guides students as they apply concepts in the subject matter (through scientific documents) and performs a cooperative, dynamic and interactive activities in class.

The aim of the present study was to design and implement the flipped learning methodology in two subjects of Pharmacy degree ("Food products and nutraceuticals" and "Pharmaceutical technology"), as part of an innovative education project developed in Complutense University of Madrid (Spain).

The preliminary results of the present study highlight that by "turning" the class, much more enriching classes are obtained for the students than the traditional ones, since it allows them to pose their questions, defend their reasoning while they were guided by the professor.

Acknowledgement:
This study was financed by a Teaching Innovation Project of Complutense University of Madrid, Ref. # PIMCD-2018-222.

Keywords:

Inverted classroom, Pharmacy degree, self-assessment and collaborative learning.