Mary T. Roth

TL;DR: The authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes, concluding that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

TL;DR: The medical community must acknowledge this issue and develop strategies to ensure that patients receive assistance in overcoming the barriers that limit their ability to function adequately in the health care environment.

TL;DR: McLaughlin et al. as mentioned in this paper studied student engagement, performance, and perception in a flipped satellite classroom and found that students engaged, performed, and perceived student engagement and performance in a Flipped Satellite Classroom.

TL;DR: The flipped pharmacy classroom can enhance the quality of satellite students’ experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.

TL;DR: The flipped classroom approach has garnered significant attention in health professions education, which has resulted in calls for curriculum‐wide implementations, but research to support the development of evidence‐based guidelines for large‐scale flipped classroom implementations is lacking.