Effectiveness of a “semi‐flipped” class in the teaching of pharmacology and its prerequisites
Authors: Silva Ricardo Alfonso Pena , Rodriguez Daniel Santamaria , Azcarate Angelica Avalo , Moreno Leidy Chaparro , Penuela Laura Sierra , Rincon Sandra Jaramillo , Montero Silvia Gomez 
Published: November 2023

Pharmacology is one of the biomedical sciences covered in Medical School whose learning generates more difficulties for students. Difficulties are explained by the high number of drugs to be reviewed, the complexity of the mechanisms of action and the prerequisites (i.e. anatomy, physiology, biochemistry) that must be mastered by students. It is common that during class sessions students refer not knowing, or remembering some concepts ‐ essential prerequisites. Our innovation proposed to clarify the prerequisites and articulate them with objectives of the course. We also created a space, inside the learning management system (LMS) (Blackboard) to allow self‐evaluation for students and provide access to resources that students could use to review prerequisites and study before the learning sessions.

First, using a backward design model, we generated tables that clarified the prerequisite set for each session of the pharmacology course. Then we built a database of topic related questions for the self‐evaluations and included feedback for each correct or incorrect choice. In addition, concrete and fast‐access materials were provided in the LMS, so that students could use them to acquire or review essential prerequisite concepts. Students had access to the self‐evaluation before and after the time allocated to study for each session. These two tests help the learners to compare their initial status with their performance after reviewing the provided material.

Second, we prepared a list of learning objectives, decided how to evaluate them, and then defined what was a good strategy for students to acquire those concepts. A mix of pre‐class assignments, interactive teaching sessions, and workshops were used to facilitate the learning of the essential concepts of each session.

Finally, students were asked to voluntarily complete surveys to assess the effectiveness of the intervention. After signing an informed consent, pre and post intervention surveys were carried out to evaluate students' expectations, their satisfaction after the intervention, and the perceived benefits and limitations of the innovation.

The results showed that most students perceive benefit of the innovation and they mention that changes introduced in the course benefited their learning process and increased their engagement in the class. Students found that the activities were well articulated and related to the learning objectives of the class. Students also report that the changes have increased the hours devoted to the course, which can result in the inclusion of an additional stress factor in a semester with a high academic load.

In summary, it is important to provide learning scenarios that students can use to identify and assess their learning needs. Conceptual prerequisites should be evident in a biomedical science course and resources to master these concepts are valuable study aids for learners.

Support or Funding Information

This study is supported by Conecta‐TE, School of Medicine and the FAPA fund of the Universidad de los Andes.