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Background <p>This pilot study evaluated the feasibility and learner acceptance of a blended learning model integrating Flipped Classroom (FC) and Think-Pair-Share (TPS) strategies in a cardiovascular pharmacology course for pharmacy students.</p> Methods <p>A single-group, post-intervention evaluation was conducted with 62 undergraduate pharmacy students. The intervention featured: pre-class self-study with real prescriptions, interactive lectures, structured TPS activities, and gamified incentives. Evaluation focused on Kirkpatrick’s Level 1 (Reaction), using a satisfaction survey to assess student perceptions.</p> Results <p>Student satisfaction was notably high. Most students perceived real prescriptions as highly effective for engagement (93.5%) and learning (90.3%). Peer discussions (74.2%), pre-class preparation (93.5%), and the instructor’s explanations (93.6%) were also rated as highly effective. The majority (87.1%) preferred group exams and perceived the method as improving future consultation skills (90.3%).</p> Conclusion <p>The FC/TPS model, augmented with authentic materials, demonstrated high feasibility and was exceptionally well received by students. These positive perceptions support its implementation in similar contexts and justify further research with controlled designs to measure its impact on objective learning outcomes.</p>

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Enhancing rational prescribing skills in pharmacy students: a blended learning model of flipped classroom and think-pair-share for cardiovascular pharmacology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月29日

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  • Mahsa Amin,
  • Farshad Abedi,
  • Azam Norouzi,
  • Gholamreza Karimi

摘要

Background

This pilot study evaluated the feasibility and learner acceptance of a blended learning model integrating Flipped Classroom (FC) and Think-Pair-Share (TPS) strategies in a cardiovascular pharmacology course for pharmacy students.

Methods

A single-group, post-intervention evaluation was conducted with 62 undergraduate pharmacy students. The intervention featured: pre-class self-study with real prescriptions, interactive lectures, structured TPS activities, and gamified incentives. Evaluation focused on Kirkpatrick’s Level 1 (Reaction), using a satisfaction survey to assess student perceptions.

Results

Student satisfaction was notably high. Most students perceived real prescriptions as highly effective for engagement (93.5%) and learning (90.3%). Peer discussions (74.2%), pre-class preparation (93.5%), and the instructor’s explanations (93.6%) were also rated as highly effective. The majority (87.1%) preferred group exams and perceived the method as improving future consultation skills (90.3%).

Conclusion

The FC/TPS model, augmented with authentic materials, demonstrated high feasibility and was exceptionally well received by students. These positive perceptions support its implementation in similar contexts and justify further research with controlled designs to measure its impact on objective learning outcomes.