First semester experiences of using the flipped classroom model in a new pharmacy school

Nicole Rockich-Winston, Chris Gillette, Hasan Koc, Janet Wolcott, Eric Blough, Kimberly Broedel-Zaugg


Introduction: Marshall University School of Pharmacy (MUSOP) in Huntington, WV has adopted the flipped classroom model. This commentary is written from the perspectives of new and experienced faculty about their first semester experiences in using the flipped classroom and aims to inform other faculty members who would like to use the flipped classroom model.

Description: The flipped classroom method, a type of active learning style, involves students “pre-loading” the material before class, resulting in class sessions designed to apply the material in a series of active learning exercises. Faculty members were asked to describe at least one class session, explain their experiences, and provide recommendations for improvement.

Evaluation: The instructor commentaries from three, first year courses at MUSOP provide first-hand insight on how the flipped classroom model can be utilised in a school of pharmacy.

Future Plans: MUSOP will continue to use the flipped classroom model and plans to evaluate student-pharmacist perceptions of this innovative method. 


Active learning, Flipped Classroom, Instructional Methods, PharmD Education

Full Text:



American Institutes for Research (2012). Teaching excellence in adult literacy: Just Write! Guide (online). Available at: TEAL_JustWriteGuide.pdf. Accessed 24th March, 2014.

Arozullah, A.M., Yarnold, P.R., Bennett, C.L., Soltysik R.C., Wolf, M.S., Ferreira, R.M., Lee, S.D., Costello, S., Shakir, A., Denwood, C., Bryant, F.B., & Davis, T. (2007). Development and validation of a short-form, rapid estimate of adult literacy in medicine. Medical Care, 45(11), 1026-1033.

Bergmann, J. & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Arlington, VA: International Society for Technology in Education.

Blouin, R.A., Joyner, P.U. & Pollack, G.M. (2009). Preparing for a renaissance in pharmacy education: the need, opportunity, and capacity for change. American Journal of Pharmaceutical Education, 72(2), Article 42.

Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University, School of Education and Human Development.

DiPiro, J.T. (2009). Why do we still lecture? American Journal of Pharmaceutical Education, 73(8), Article 137.

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415.

Gavaza, P., Campbell, J. & Mullins, R. (2012). Pharmacy students’ opinions toward active learning in the didactic curriculum. Currents in Pharmacy Teaching and Learning, 4, 273-277.

Harpe, S.E., Phipps, L.B., & Alowayesh, M.S. (2012). Effects of a learning-centred approach to assessment on students’ attitudes towards and knowledge of statistics. Currents in Pharmacy Teaching and Learning, 4, 247-255.

McLaughlin, J.E., Griffin, L.M., Esserman, D.A., Davidson, C.A., Glatt, D.M., Roth, M.T., Gharkholonarehe, N. & Mumper, R.J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), Article 196.

O’Brocta, R., & Swigart, S. (2013). Student perceptions of a Top 200 Medication Course utilizing active learning techniques. Currents in Pharmacy Teaching and Learning, 5, 49-53.

Parker, R.M., Baker, D.W., Williams, M.V., & Nurss, J.R. (1995). The test of functional health literacy in adults. Journal of General Internal Medicine, 10, 537-541.

Penson, P.E. (2012). Lecturing: a lost art. Currents in Pharmacy Teaching and Learning, 4, 72-76.

Pierce, R. & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped

classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(1), Article 196.


  • There are currently no refbacks.
article/comments.tpl article/footer.tpl