Physiological pharmacology education: The effects of acombined problem‑based learning and flipped classroom teaching method

Abstract

Abstract Background: Some studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research has not been conducted on the combined PBL-FC teaching method in physiological pharmacology education. Therefore, we investigated the effects of the combined PBL-FC method in teaching physiological pharmacology. Methods: A total of 102 second-year chemistry students and 93 third-year students majoring in pharmaceutical engineering at Northwest Normal University participated in this study. Antihypertensive agents were administered in this study. A total of 56 second-year chemistry students in Grade 2021 and 48 third-year students majoring in pharmaceutical engineering in Grade 2020 were allocated to the PBL-FC group, whereas 46 second-year chemistry students in Grade 2020 and 45 third-year students majoring in pharmaceutical engineering in Grade 2019 were allocated to the traditional lecture-based classroom group. A pre-quiz and a post-quiz were conducted before and after the classes. All quiz questions were classified into two categories based on Bloom’s taxonomy: basic theoretical knowledge and clinical case analyses. The results were compared and the students had to complete a questionnaire to evaluate their perceptions and experiences. Results: The average scorein the post-quiz was higher than that of the pre-quiz for both the PBL-FC and traditional groups. In addition, the post-quiz showed that the students in the PBL-FC group scored significantly higher than the students in the traditional group. Further analysis revealed that only the difference in clinical case analysis between the PBL-FC and the traditional group was significant after the course. Scores for all questionnaire items were higher in the PBL-FC group than in the traditional group. Most students agreed that the combined teaching method helped them to improve their performance, although it increased their workload. Conclusions: The combined flipped classroom and PBL teaching approach is a better option than the traditional lecture-based classroom for teaching antihypertensive medication during physiological pharmacology teaching, although it increases students’ workload. Further optimization is required to ensure a wider acceptance and implementation.