Impact of the flipped classroom on students' academic performance and satisfaction in Pharmacy education: a quasi-experimental study

The growing focus on the active student engagement in learning and education has generated interest in exploring and adopting innovative teaching approaches. One such approach is the flipped classroom model. This quasi-experimental study was conducted to assess the impact of flipped classroom teaching pedagogy on the academic performance of 5(th) semester pharmacy students as well as measure their level of satisfaction with this learning strategy. A Two-tailed paired t test was used to explore the difference in Mean class score pre and post flipped classroom teaching. A participant satisfaction survey was conducted to gather participants' feedback about their experience of flipped classroom learning. A total of 92 participants (51 female, 41 male) enrolled in the 5th semester of the Doctor of Pharmacy program were included in the study. There was a statistically significant improvement in Mean class score after flipped classroom (8.62) when compared to before flipped classroom teaching (8.03) observed as P value = 0.039. The participants expressed satisfaction with their overall experience of flipped classroom in the participants' satisfaction survey. 38 (68%) of the 56 participants who completed the satisfaction survey strongly agreed that the teaching methods used by the facilitator were appropriate. Similarly, 38 (68%) strongly agreed that they were encouraged to interact and participate in the flipped classroom sessions. The significant improvement in the participants' academic performance reported in the study coupled with their satisfaction with flipped classroom pedagogy has highlighted the potential contribution of this learning approach in promoting effective learning among students.