Learning Outcomes and Student Perceptions of a Flipped Classroom in a Pharmacokinetics Course among Third-Year Pharmacy Students

Abstract

Objective: To evaluate student perceptions, learning experiences, and academic performance following implementation of a flipped classroom model in an undergraduate Pharmacokinetics course.

Methods: A mixed-methods cross-sectional study was conducted among 169 third-year pharmacy students during the 2024–2025 academic year. Quantitative data were collected using a validated questionnaire and academic records, while qualitative data were obtained through semi-structured interviews with five students. Descriptive statistics and thematic analysis were performed.

Results: The questionnaire demonstrated excellent reliability (Cronbach's α = 0.968–0.988). Students reported positive perceptions across all domains (mean: 4.11–4.23/5). Overall, 64.5% of students liked or strongly liked the course. The mean final examination score was 7.86 ± 0.97, and the overall course grade was 8.07 ± 0.67. Interviews indicated that the flipped classroom enhanced learning motivation, self-directed learning, active participation, teamwork, and application of pharmacokinetic concepts, although increased pre-class workload was identified as a challenge.

Conclusions: The flipped classroom was well accepted by pharmacy students and supported positive learning experiences and satisfactory academic performance. These findings support its use as a learner-centered teaching strategy in undergraduate pharmacokinetics.