Abstract:

The Flipped Classroom is a pedagogical model that transfers the work of certain learning processes outside the classroom and uses class time, together with the teacher's experience, to facilitate and enhance other knowledge acquisition and practice processes in the classroom.

The objective of this study is implementing the flipped teaching method in a 2-class pilot on pharmaceutical dosage forms and medicine administration routes belonging to the subject of Introduction to the Galenic Pharmacy and to assess the impact of the intervention on academic performance and student perceptions.

From all the agenda of the course, the pharmaceutical forms and the routes of administration are the topics chosen to perform the pilot test.
Different works have been established that include a route of administration and a pharmaceutical form.

Works must contain four basic sections.
Students establish groups of a maximum of 6 members and each group is assigned a topic.

The works can be carried out using different tools, both technological and classic.
An exhibition of each one in the classroom is made in order to defend and explain the work done to the rest of the classmates.
After the presentation, the teacher emphasizes the strengths points and clarifies or corrects the weak one’s. Suggestive feedback is made so that, if necessary, students modify the sections that require it.

In order to properly evaluate each job, a rubric has been created.

In both groups studied, a total of 14 works of the 16 proposed have been carried out, assuming 87.5% participation.
A 90% of the submitted works contain, more or less rigorously, the four basic sections that were required.
The absenteeism has decreased greatly.

The exam is the same for all groups and it allows us to assess the impact that teaching innovation has had on student’s learning. The exam is 20 questions with 3 possible answers of which 1 is correct. The test is generated through the Virtual Campus, using the Moodle platform, from a base of 152 questions organized in 8 question blocks.

The exam results for the pilot classes are better than the results obtained in the other groups.
In order to be able to evaluate the teaching innovation carried out in the pilot groups, a survey is carried out of all the students to find out their opinion about the new and classical methodology.

The survey’s results show a positive assessment by the student that is verified with the test results obtained.

Thus, it can be concluded that the incorporation of the flipped classroom in the Introduction to the Galenic Pharmacy course has been very well received and valued by the students, assuming a decrease in absenteeism and an improvement in the exam results.

Keywords:

Innovation, flipped classroom, pharmacy, Introduction to the Galenic Pharmacy.