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

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)120-123
Number of pages4
JournalPharmacy Education
Issue number1
StatePublished - Jan 1 2015
Externally publishedYes


  • Active learning
  • Flipped classroom
  • Instructional methods
  • PharmD education

ASJC Scopus subject areas

  • Education
  • Pharmacy
  • Pharmaceutical Science


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