Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students

Objective: To explore pharmacy students' experiences, barriers, and needs of first-year students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three group sessions seventeen were conducted. All audio-recorded, transcribed, analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful learning a range self-regulated strategies the environment. Barriers identified primarily i-lectures potentially hindered motivation acceptance pre-classroom preparation. Conclusions: There are reservations toward classrooms attributed individual barriers encountered. Students transitioning approach require easy-to-learn use pre-class materials tailored level preferences.