University of the Basque Country UPV/EHU (SPAIN)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 4373-4376
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0085
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Over the last few years, and more importantly since the Bologna Process was launched, a myriad of efforts have been taken in order to enhance the quality and the in deep learning of the different degrees at University. Not to be ignored is the new role that teachers have gained. In fact, we are not longer the center of the teaching activity or the primary source of information. By contrast, the Flipped Learning model deliberately shifts education to a learner-centered approach, where in-class time is dedicated to explore topics in greater depth and to create rich learning opportunities.

In this sense, the present work reflects the experience that we have had in the Pharmacy Degree when applying this approach in the marketing-related thematic block, in the subject of Management, Planning, Legislation and Deontology. Through the application of this methodology, we have helped students learn basic concepts on this topic as well as their application to the daily work either at the community pharmacy or the pharmaceutical industry.

First, students arranged the class in groups of 3 partners. Then, each student was assigned with one topic that, individually, had to understand through the visualization of specifically selected material out of the class. Afterwards, the Aronson Puzzle methodology was applied in order to make the “experts” share their understanding on the topic. In the meanwhile, we made ourselves available to all students for individual or small group relevant feedback. Finally, the initial group had a meeting in which each student explained its issue to the rest of the group and, therefore, the three main proposed topics were discussed. The evaluation of this activity was performed by the presentation of a group deliverable that had to be made after a final whole class debate.

In conclusion, we believe that the application of the Flipped Learning methodology has made students enhance their involvement on the marketing understanding and we strongly believe that making the class more active and dynamic has a tremendous effect on the long-term acquisition of both transversal and specific competences in our graduates.
Student-centered learning, Innovation, Marketing tools, Pharmacy Degree, flipped classroom.