Using Flip-classroom model in the topic of Thyroid disorders in the pharmacotherapeutic class: a pilot study
In the 21st century, the flip-classroom (FC) is considered as an effective teaching method. There are few studies about the application and effectiveness of implement FC in pharmaceutical sciences or pharmacotherapeutic classes. The present study aims to implement the Flip-classroom model and measure the learning outcomes compared to the regular teaching method. FC was implemented to fourth-year pharmacy students who registered the pharmacotherapeutic course in the 2018 academic year. The videos were assigned to study before class and in class, and the discussion of case studies was opened. The examination scores of this topic were compared with the regular teaching class in the 2016 academic year (before the FC implementation) with a significant level = 0.05. Also, students’ opinions about FC were recorded by the questionnaire. Data from 167 students (the academic year 2018) and 173 students (the academic year 2016) showed that the FC implement group got higher examination scores in this topic than the regular study group (4.94 + 1.56 VS 2.95 + 1.10, p= 0.0001). The major of students think that FC was useful and help to understand cases and get a better score, while the barrier was time to spend for study video. Half of them suggested that the FC model, unlike the rest, should be implied to other topics, due to the limitation of time to spend for self-study. FC may be useful for increasing students' knowledge. However, there are some factors to consider before implementing the FC model in the pharmacotherapeutic class.
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