Flipping an Allied Health Survey Course of Organic and Biological Chemistry

Increasing numbers of first-generation college students and declining SAT scores at a small 4-year private college necessitated changing the pedagogical approach in a survey chemistry course primarily for nursing majors. The course was "flipped" by moving all lectures to pre-class videos, freeing in-class time for additional low stakes quizzing and active-learning group problem-solving. New course activities led students in frequent spaced and interleaved self-quizzing. Although the literature has few examples of flipped allied health chemistry courses, the change is clearly feasible and beneficial. Standardized final exams and student surveys immediately after the course and after two or three years showed increased student performance and satisfaction as a result of the changes. © 2019 American Chemical Society.