Flipped classroom assisted by digital devices in a pharmacy courseAbstract
Contemporary students live in a digital culture (cyberculture), and their expectations regarding their own development and education differ significantly from those expressed by previous generations. In this context, active methodologies have been identified as strategies for promoting more meaningful learning experiences. The aim of this study was to investigate the integration of Digital Information and Communication Technologies (DICT) with the Flipped Classroom (FC) methodology in the homeopathy course of an undergraduate pharmacy program. An exploratory mixed-methods study involving 22 students and adopting a participant-research approach was conducted. Data were obtained using instruments measuring perception and assessment activities to interpret information related to the object under study. The study was carried out in three stages: in the first, teaching materials and investigative instruments were developed; in the second, pre- and post-tests were administered to the students, together with data collection. In the third stage, the impact of the FC strategy was assessed on the basis of the data collected. The results showed a statistically significant improvement in performance after the practical classes (p < 0.05) and a high level of acceptance of the methodology, with a perceived increase in both autonomy and prior preparation for laboratory activities. The study contributes to the field of Pharmaceutical Sciences Education by demonstrating the potential of integrating DICT with the FC as a pedagogical strategy for higher education in health.
Keywords:
Cyberculture - Education - Higher education - Pharmaceutical sciences - Active methodologies - Digital Information and Communication Technologies (DICT)
Resumo
Os estudantes da atualidade vivem a cultura digital (cibercultura) e suas expectativas em relação ao seu próprio desenvolvimento e formação diferem significativamente das expressadas por gerações anteriores. Nesse contexto, as metodologias ativas têm sido apontadas como estratégias capazes de promover experiências de aprendizagem mais significativas. Esse estudo teve como objetivo investigar a integração entre Tecnologias Digitais de Informação e Comunicação (TDIC) e a metodologia Sala de Aula Invertida (SAI) na disciplina de Homeopatia de um curso de graduação em Farmácia. Trata-se de uma pesquisa quali-quantitativa, exploratória, com abordagem participante, realizada com 22 estudantes. Os dados foram obtidos por meio de instrumentos de percepção e atividades avaliativas buscando interpretar informações relacionadas ao objeto em estudo. O estudo foi realizado em três etapas: na primeira foram elaborados materiais didáticos e instrumentos investigativos, na segunda, foram aplicados os pré e pós-testes aos estudantes, juntamente com a coleta de dados e, na terceira, foi avaliado o impacto da estratégia SAI a partir da avaliação dos dados coletados. Os resultados indicaram melhora estatisticamente significativa no desempenho após as aulas práticas (p < 0,05) e elevada aceitação da metodologia, com percepção de maior autonomia e preparação prévia para as atividades laboratoriais. Conclui-se que o estudo contribui para o campo da Educação em Ciências Farmacêuticas ao evidenciar o potencial da integração entre TDIC e Sala de Aula Invertida como estratégia pedagógica no ensino superior em saúde.
Palavras-chave:
Cibercultura - Educação - Ensino superior - Ciências - farmacêuticas - Metodologias ativas - Tecnologias Digitais de Informação e Comunicação (TDIC)
Introduction
Higher education in the field of pharmaceutical sciences faces the challenge of integrating theoretical foundations with laboratory practice in a meaningful way, in line with the National Curriculum Guidelines for undergraduate pharmacy programs. These guidelines advocate critical, reflective, student-centered education that keeps pace with the social transformations driven by the rapid advance of digital technologies (Brasil, 2017).
Cyberspace4 contributes substantially to this process of transformation, constituting an environment favorable for the circulation of knowledge and for self-learning, requiring instructors to act as mediators in the educational process and keep pace with the dynamics of cyberculture. According to Souza (2022), the educational system must keep pace with rapid innovation in order to remain “attractive” and aligned with the expectations of today’s students.
In courses with a substantial technical component, students commonly experience difficulties transitioning from conceptual study to practical application, especially when face-to-face time is devoted predominantly to the execution of procedures (Bollela, 2017). In this context, active methodologies, combined with Digital Information and Communication Technologies (DICT), have been identified as strategies for fostering greater student engagement and promoting better prior preparation for practical activities (Morán, 2015; Valente, 2014; Liu et al., 2025).
The Flipped Classroom (FC) proposes that the initial study of content should take place before the face-to-face session, reserving in-class time for further development, discussion, and application (Bishop, 2013; Pavanelo, 2017), an approach that may be particularly relevant in laboratory-based curricular components (Bollela, 2017).
Although the FC and the use of DICT are widely discussed in the educational literature, studies analyzing their integrated application in specific laboratory courses in pharmaceutical sciences remain limited, especially in public higher education settings and when students’ dromoaptitude5 conditions are diagnosed beforehand. In this sense, the present study advances the field by combining an analysis of academic performance and student perceptions in a practical curricular component, thereby contributing situated empirical evidence to the field of health education.
Therefore, the aim of the present study was to investigate the integration of DICT and the FC methodology in the homeopathy course of an undergraduate pharmacy program, seeking to identify possible impacts on student performance and perceptions.
Literature review
The advance of digital technologies has radically changed the ways in which knowledge is accessed, circulated, and produced in higher education. Cyberspace has become an environment of continuous interaction, collaboration, and information sharing, redefining traditional teaching and learning dynamics (Lévy, 1999; Lemos, 2002). This transformation shifts the focus away from content transmission and toward more participatory processes, in which students assume a more active role in the construction of knowledge.
In contemporary society, within an increasingly technological context, DICT devices and resources such as mobile phones, smartphones, notebooks, tablets, and social networks are gaining ever more space in classrooms, becoming progressively integrated into the teaching-learning process and serving as a virtually indispensable teaching resource in many educational institutions. Valente (2014) argues that DICT, when connected to the internet, become a powerful system for information exchange and an effective resource for searching and accessing information, speeding up searches for students in tasks with clearly defined objectives.
In this scenario, DICT should not function merely as instrumental resources but become integrated into pedagogical organization. The presence of connected devices, on-demand access to multimodal content, and possibilities for synchronous and asynchronous interaction broaden learning strategies and foster greater student autonomy (Morán, 2015; Valente, 2014). However, the incorporation of DICT into higher education does not in itself guarantee pedagogical innovation. This requires pedagogical planning that aligns objectives, strategies, and assessment with reorganization of pedagogical time, redefinition of the instructor’s role, and reshaping of the educational experience. At this point, active methodologies emerge as structured approaches that can operationalize, in pedagogical terms, the potential of cyberculture in higher education.
Among the active methodologies that operationalize the potential of DICT in higher education, the Flipped Classroom (FC) stands out. Conceptually, the FC involves an inversion of the traditional logic of content delivery, shifting initial study to the pre-class stage and reserving face-to-face time for further development activities, problem solving, and practical application (Bergmann; Sams, 2016; Bollela, 2017; Valente, 2018). This temporal reorganization seeks to foster greater student participation and more effective use of face-to-face sessions.
The concept of the FC first emerged in Florida in 2000, presented by Barker at the 11th Conference on Learning in Higher Education (Oliveira, 2022). Eric Mazur, a professor of Applied Physics at Harvard, also made an important contribution by proposing a methodology that combined prior chapter reading with collaborative classroom activities, thereby promoting interaction and peer learning (Bollela, 2017). In 2006, chemistry teachers Jonathan Bergmann and Aaron Sams implemented the practice by recording video lectures so that students could study the content beforehand. This strategy sought to optimize classroom time in order to deepen conceptual understanding and stimulate practical learning (Bergmann; Sams, 2012; Oliveira, 2022).
The logical pattern proposed by Bottentuit Junior (2019), followed in the structure of the model and presented in Chart 1, aims to give students the opportunity to acquire the essential knowledge needed to carry out practical activities in class, as well as to assess their learning after the practical interventions.
A common format for pre-class activities is the video lecture, which, according to Bollela (2017), should be recorded by the instructor responsible for the course or selected from those available online, provided that it meets the objectives planned for classroom discussion and is relevant to learning and to the activities to be conducted in person. The video lecture should serve a preparatory function, providing students with prior contact with the concepts and information necessary so that classroom time can be directed toward activities that demand greater participation, discussion, and application of knowledge.
Although the FC has been shown to be an effective learning method, many students, because they are accustomed to traditional classes, show resistance to this approach. Fear of additional workload and uncertainty regarding success lie at the root of these concerns (Rotellar, 2016). Student resistance is common in the majority of cases, since the traditional learning model tends to place students in a passive position in their own learning process. Consequently, such changes may be met with resistance.
Information once contained in books, magazines, and newspapers is now available everywhere with internet access. The search for knowledge and information is now just a click away. For knowledge to be disseminated, only guidance from the instructor and an active stance on the part of the student in the learning process is required, without relying solely on the instructor to obtain the data needed in the search for knowledge (Schmitz; Reis, 2018).
For the philosopher and sociologist Lévy (1999), the internet and cyberspace become essential tools that enable more accessible and dynamic learning, introducing the concept of collective learning, in which students and teachers have resources available for sharing materials and other data, thereby facilitating cooperation in learning processes and bringing both together in pursuit of a common goal. This highlights important perspectives on these technologies, such as the notion that the computer is an instrument of communication and the significant perception that the use of information technology also constitutes a teaching strategy.
In the health field, the FC has been discussed as a promising strategy for integrating theoretical knowledge with clinical or laboratory practice, especially in courses that require prior preparation for technical execution (Bollela, 2017). Empirical studies show that the methodology can be associated with greater engagement and better preparation for face-to-face activities (Han; Klein, 2019), although results vary depending on institutional context, student profile, and the pedagogical design adopted.
Despite the expansion of these discussions, much of the available research focuses on implementation reports or broad analyses of higher education, with fewer studies systematically exploring application of the FC in specific laboratory courses in pharmaceutical sciences. In professional programs such as pharmacy, where the integration of conceptual foundations and technical practice is a core component of education, a context-specific analysis of the FC is especially relevant.
In pharmaceutical education, the integration between conceptual content and laboratory activities is a structuring element of the educational process. Students´ prior preparation may affect academic performance, safety, and the quality of technical performance in the laboratory environment. In this respect, investigating pedagogical strategies that favor structured advance study and productive use of face-to-face time becomes especially important.
Against this backdrop, this study investigated the structured integration of FC and DICT in a practical course within an undergraduate pharmacy program, linking the theoretical framework to empirical evidence from higher education in health.
Methodology
This investigation, previously approved by the Research Ethics Committee, is an exploratory mixed-methods study conducted using a participant-research approach. The quantitative dimension comprised the administration of pretests and posttests with inferential statistical analysis (paired t test, 95% confidence level), while the qualitative dimension involved collecting and interpreting students’ perceptions using a structured Likert-type questionnaire, with the aim of elucidating their impressions of the pedagogical strategy adopted (Bauer; Gaskell, 2017; Creswell; Creswell, 2021). A convenience sample consisting of all students enrolled (22) in the homeopathy course of a pharmacy program at a Federal University in 2022 was used. Participants were students older than 18 years enrolled in the course who signed the Informed Consent Form and possessed digital devices. Those who did not meet the inclusion criteria or who withdrew from the study were excluded.
The program admits 50 students annually. The homeopathy course is compulsory, offered in the second semester of the second year of the program, in the form of a condensed 5-week module, with a workload of 60 hours split between theoretical classes (40 hours) and practical classes (20 hours). In the theoretical classes, the active methodology of Problem-Based Learning (PBL) is used, while the practical classes adopt the FC methodology, with the face-to-face component taking place in a specialized laboratory with resources provided by the university and active student participation.
The present study was conducted in three stages (Figure 1). In the first, the pre-class activities, assessment instruments for the teaching-learning process (pretests and posttests), and investigative tools for collecting students’ impressions regarding the FC strategy were developed. In the second stage, the FC strategy was applied to the study participants, with implementation of the pre-class activities and collection of data using the instruments developed in accordance with the principles of the methodology. In the third stage, the suitability of the use of DICT in the teaching-learning process through the active methodology “FC assisted by DICT” was analyzed on the basis of the data gathered. Throughout the study period, institutional access to computers and the internet was provided when necessary.
Various types of activities have been used as pre-class activities in the FC, including books, scientific articles, films/documentaries, simulations, and video lectures. Of these different types of activity, the video lecture format was the most acceptable format to students, as observed by Han and Klein (2019), and was therefore chosen as the pre-class activity for the current study.
Video lectures were recorded covering the topics addressed in each of the practical classes outlined above. These video lectures were produced using audiovisual resources such as a computer, camera, microphone, and lighting, together with digital technologies such as recording and editing software, including Movavi Video Editor6 and slide-presentation software. The video lectures presented the theoretical foundations and basic techniques required for the proper execution of the practical activities to be carried out by students in the laboratory environment.
Each video lecture lasted approximately 15 minutes, with each edited and made available on YouTube7. The videos conveyed the most important topics to which students should pay closer attention so that they could answer questions according to their understanding of the information presented.
Multiple-choice and/or short-answer pretests and posttests were administered face to face in the laboratory before and after each practical activity. These instruments comprised questions that differed, but were equivalent in level of complexity and aligned with the same learning objectives of the specific class, assessing fundamental knowledge related to the content addressed. This strategy was employed to avoid memorization effects or familiarity with the items, thereby allowing a more appropriate comparison of student performance. Each test lasted 15 minutes and was scored on a scale from 0 to 10.
For each practical class, the arithmetic mean of the pretest and posttest constituted the score for that specific activity. The average of the scores obtained in all practical classes corresponded to one third of the final course grade, forming part of the students’ continuous assessment. Although the tests were part of the course assessment process, their administration also served a diagnostic and investigative purpose within the context of the study.
There was no individualized technological monitoring of full viewing of the video lectures. Completion of the pre-class activities was assessed indirectly through the results obtained in the pretests administered before the laboratory sessions, which contained questions based exclusively on the content presented in the videos, and through self-report in the study questionnaire. Thus, although full viewing of the material was not measured, performance on the pretests was used as an indicator of prior contact with the learning object, while the posttests compared the students’ performance over the course of the class.
An instrument (questionnaire) was developed to assess students’ attitudes and impressions regarding the FC strategy and its impact on the learning process, and was administered at the end of the course. The questionnaire contained questions addressing students’ perceptions of the pre-class activities and their overall impression of the FC. This instrument was devised using Google Forms8 and made available via WhatsApp9 and/or on the course page in the university’s integrated system, ensuring anonymity of responses, since Google Forms, when completed via a link, allows this without requiring students to return the completed questionnaire to the sender. The instrument was exploratory in nature and used to capture students’ general perceptions of the pedagogical experience. All stages of this project were assisted by DICT. The video lectures were made available to students at least one week before the face-to-face activity by posting the video link, previously uploaded to YouTube, on the SIGAA (Sistema Integrado de Gestão de Atividades Acadêmicas [Integrated Academic Activities Management System]) page of the course.
Results and discussion
This was a mixed-methods study involving pedagogical intervention in a real classroom context. Therefore, no prior sample-size calculation was performed and all students enrolled in the course were included.
The sample consisted of all students regularly enrolled in the homeopathy course during the 2022 academic year, for a total of 22 participants. This involved a census-type convenience sample, since all eligible students present in the course were invited to take part and all met the inclusion criteria by signing the Informed Consent Form. Although the pharmacy program admits approximately 50 students annually, only 22 were regularly enrolled in the course, which is offered in the second semester of the second academic year of the program, during the period of the investigation, owing to the curricular organization and academic flow of the class, possibly at some point affected by the Covid-19 pandemic.
Inequality in access to digital technologies and the internet among university students is an issue that must be taken into account. While students from urban areas are, for the most part, able to maintain some degree of continuity in their academic activities, students from rural areas face significant obstacles, such as inadequate devices, precarious technological infrastructure, and unstable or nonexistent internet connections. This disparity compromises the right to education and deepens pre-existing inequalities, directly affecting these students’ retention and academic performance (Álvarez et al., 2025).
Given this context, an initial diagnostic profile of the students’ cybercultural level was mapped in order to anticipate potential difficulties related to carrying out the project stages that required a certain level of dromoaptitude on the part of the participants. Institutional access to computers and the internet was also guaranteed whenever required. This diagnosis was essential in preventing exclusion and frustration, ensuring that all students had the minimum conditions necessary to participate fully. The indiscriminate adoption of pedagogical practices based on technological resources, without this manner of prior analysis, may accentuate inequalities and compromise the effectiveness of the teaching-learning process. Recognizing students’ cybercultural diversity is therefore a strategic and ethical step in promoting more accessible, fair, and effective educational experiences. To carry out the diagnosis, each student was asked at the beginning of the course about their situation with regards to availability of equipment, internet access, ease of using digital technologies, and level of understanding of software/applications.
This profile revealed that participants´ main mode of internet access was Wi-Fi connectivity in their homes. When asked about the devices used, all respondents reported using desktops, notebooks, or laptops, since all participants who completed the form selected this option. Also, 15% of the participants stated that they had a tablet device, while 85% had smartphones. Notably, all participants reported some degree of proficiency in handling digital technologies, although their understanding of software and networks was limited (Simões et al., 2024).
In order to check students’ completion of the pre-class activities, pretests were administered before the start of each practical class, with scores ranging from 0 to 10, used as a reference to observe changes in performance after the practical classes had taken place. At the end of each class, posttests were also administered, likewise scored from 0 to 10. Statistical comparisons between the means of the pretests and posttests for each activity were carried out using the paired t test with a 95% confidence level, employing the GraphPad Prism statistical software10, version 5.01. The combination of the formative and summative functions of the tests may have served as an additional engagement factor, bringing assessment and learning closer together within the context of the course. The results of the pretests and posttests are shown in Figure 2.
The strategy used to apply the FC methodology assisted by DICT was the use of video lectures, since several studies have demonstrated a range of benefits, including the ability to pause, rewind, or rewatch the material. Alignment of learning objectives is regarded as one of the most fitting practices in introducing the FC, contributing to the successful implementation of this strategy by enabling students to create connections between the pre-class material and the content of the classes, thereby guiding their study (Han; Klein, 2019).
Graph 1 shows that pretest scores indicate some correct responses, demonstrating that the pre-class activity stages were likely completed and that the video lectures were assimilated to some extent, since the content introduced in the videos was new in the course, representing students´ first exposure to these topics. Based on the results, it may also be inferred that student performance in face-to-face practical classes improved, given the increase in mean posttest scores relative to pretest, where differences were statistically significant (all p values < 0.05) on the paired t test with a 95% confidence level. Thus, the results suggest a positive association between the application of the FC strategy assisted by DICT and improvement in academic performance. However, given the study was conducted in the context of a real classroom, the results should be analyzed in light of the specific and contextualized characteristics of the environment in which the intervention was implemented.
According to Oliveira (2020), students should be central in the learning process, bringing together autonomy, reflection, participation, teamwork, and openness to innovation. Instructors, for their part, should act as mediators in this process. The structure of the FC requires students to organize their study time beforehand, which may stimulate processes of self-regulated learning. This dimension is particularly relevant in health programs, in which intellectual autonomy constitutes an essential competency for professional education.
Providing content in advance through video lectures may have reduced cognitive load during laboratory practice, enabling students to focus more closely on technical execution and questions arising during the activity. In addition, the organization of pre-class activities, laboratory practice, and assessment instruments demonstrated alignment between learning objectives, teaching strategies, and assessment, an element regarded as central to the effectiveness of pedagogical interventions in higher education.
In this study, student impressions of the FC strategy assisted by DICT and its impact on the learning process were analyzed. Student commitment to the FC strategy assisted by DICT and the instructor’s organization in providing guidance on the teaching method are presented in Table 1.
The use of the Likert scale is supported by its ability to capture nuances in research, providing a more refined analysis of participant preferences, views, and perceptions. In addition, Feijó, Vicente, and Petri (2020) emphasize that this approach is especially valuable for its simplicity, facilitating data collection and interpretation.
All participants reported having completed all the pre-class activities, namely video lectures and exercises, assigned by the instructor, demonstrating adherence to the FC method assisted by DICT outlined in the research project. Students also stated that they had received all the necessary guidance in an appropriate manner for completing the pre-class activities, in advance and with sufficient time for full completion, showing that DICT can facilitate the FC strategy. All students noted that the classes had good image and sound quality, and 94.4% agreed that the duration of the videos was satisfactory. According to Teixeira (2013), the most important aspect of the process is not watching the videos itself, but rather planning class time and structuring it with activities that promote the collaborative construction of knowledge.
Students also stated that they had received all the necessary guidance in an appropriate manner for completing the pre-class activities, in advance and with sufficient time for full completion, demonstrating that DICT facilitate the FC strategy. All students noted that the classes had good image and sound quality, and 94.4% agreed that the duration of the videos was satisfactory.
The pretest and posttest questionnaires were also rated positively: 88.9% of participants agreed that the evaluative method was a useful tool for measuring learning before the practical activity and after laboratory practice. Only 11.1% of participants were indifferent toward the pretest and posttest activities. According to Han and Klein (2019), assessments included in pre-class materials generate positive perceptions by providing immediate feedback and clarifying key points. The data show that remote communication via DICT maintained the effectiveness of the FC method by ensuring students´ prior contact with the learning object.
The results also show that students perceived the DICT-mediated pre-class activities as important for understanding and carrying out the practical classes, with only 16.6% considering them unnecessary. Overall, the learning experience was positive, promoting self-awareness and enhancing students’ perceptions of their own learning.
A high level of adherence to the FC method was observed, with 77.8% of students watching all the video lectures beforehand and only one student stating that they had not watched them. Acceptance of the methodology assisted by DICT is consistent with the pattern observed in international studies and institutions. Combined with other active methodologies, this approach allows classroom learning to be enhanced through practical activities such as problem situations and case studies, thereby optimizing the teaching-learning process (Bishop, 2013; Bergmann; Sams, 2016; Pavanelo, 2017).
With regard to the application of the FC in other courses, 94.4% of participants would like to see the approach applied more widely, since it allows greater interaction and addressing questions in class, while also increasing student confidence for laboratory practices, since the instructor demonstrates homeopathy procedures step by step in the videos.
Participants’ level of satisfaction with the FC strategy assisted by DICT was 88.9%. Students agreed that the FC conferred greater autonomy, making them responsible for constructing their own knowledge. The FC learning method contributes to students´ active role in their own learning (Bollela, 2017).
Acceptance of the strategy may be understood in light of students’ contemporary cybercultural profile, whose daily practices involve constant access to information, consumption of digital content on demand, and continuous interaction within virtual environments. This way of relating to knowledge may contribute to better adaptation to pedagogical models that shift the centrality of face-to-face instruction more toward autonomous prior study, a core feature of the FC.
The importance of the active FC methodology assisted by DICT was evident, corroborating the findings of Lévy (1999) and Lemos (2002), who highlight the need to employ different educational and technical resources to build a new pedagogical journey aimed at meeting students’ real needs through the use of cyberspace. The FC also appeared to be a useful strategy in this educational setting, encouraging personal responsibility and collaborative knowledge construction in cyberspace, where users may add their own contributions, shape ideals, and in turn be shaped by them, ultimately improving learning.
The study findings should be construed as contextualized empirical evidence that broadens the discussion on the integration of the FC and DICT in laboratory courses in higher education in health, particularly in the pharmaceutical field, suggesting an improvement in the ease of active learning among students in the context analyzed.
The present study was conducted within the pedagogical environment of the course and the results on student perceptions should therefore be interpreted in light of the specific features of the context investigated.
Final considerations
The findings indicate that participants had technological and cognitive conditions adequate for implementation of the proposed strategy and could therefore be considered satisfactorily dromoapt (see Footnote 5), a status relevant to DICT-mediated pedagogical interventions in public higher education contexts. Prior diagnosis of the conditions for participation proved to be an important element for the structured implementation of the methodology.
Comparison of the pretest and posttest results revealed a statistically significant increase in academic performance in the practical activities, suggesting improvement in learning within the context explored. These results revealed that pedagogical organization based on prior study mediated by video lectures, articulated with face-to-face laboratory activities, may better prepare students for the practical component of the course. The high level of acceptance of the method also demonstrated students’ desire to see wider incorporation of the FC strategy into other courses.
From an educational standpoint, the study reinforces the importance of alignment among objectives, teaching strategies, and assessment, as well as the planned use of digital technologies in support of student autonomy. Beyond the specific case of the homeopathy course, the results also suggest the structured integration between DICT and the FC can be effectively applied to laboratory courses in higher education in health, provided this is preceded by diagnosis of students’ technological abilities and by adequate pedagogical planning. The study therefore contributes contextualized empirical evidence for the implementation of active methodologies in professional programs, broadening the discussion on the feasibility of these approaches in public and heterogeneous settings.
Study limitations include the small number of participants, reflecting the number of students regularly enrolled in the course during the period analyzed, a factor that restricts the generalizability of the results to other contexts and cohorts. Although the design encompassed all eligible students, the small sample limits the diversity of perceptions and experiences analyzed. Furthermore, the instrument used to assess student impressions consisted predominantly of closed-ended questions, which, although favoring standardization of responses, may have precluded more in-depth individual narratives. The inclusion of open-ended questions or semi-structured interviews could broaden the qualitative understanding of the phenomenon investigated. Lastly, the pedagogical intervention was carried out in a real classroom context and therefore lacked a control group, characterizing the study as quasi-experimental and precluding more robust causal inferences.
Future investigations should include a larger sample, a comparative group, and explore student perceptions more extensively from a qualitative perspective, so as to deepen understanding of the variables involved in the implementation of the FC assisted by DICT.
In summary, the findings provide empirical support for the debate on active methodologies in higher education in health, contributing to a broader discussion on the integration between digital technologies and pedagogical practices in professional programs in pharmaceutical sciences.
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Source: Prepared by the authors.
Legend: A1, A2, A3, A4, and A5 correspond to each of the 5 practical classes in which the FC methodology assisted by DICT was applied. The “Pre” prefix corresponds to the pretest while the “Post” prefix indicates the posttest. Each bar represents the mean score of the 22 students for each of the tests.Source: Study data.