| Sumario: | Flipped classroom (FC) is an instructional method to engage student- learning process by replacing didactic lectures. With the advancement of e-learning tools and technology it is possible to design and develop interactive and self-learning lectures. Students could access them from anywhere outside of the classroom. Learners may learn at their own pace. Poll everywhere (an Audience Response System(PE-ARS)) may be employed in a FC setting to make teaching-learning activities more interesting, engaging, collaborative and interactive. This research focused on the perception of undergraduate Pharmacy students on FC activity using PE-ARS and the effectiveness of FC activity as a teaching-learning tool for delivering Complementary Medicine Module (CMM) in the undergraduate Pharmacy programme. In this non-randomized trial on interrupted time series study, FC session was conducted with 112 students enrolled in B Pharm (Semester 5). The topic selected was popular herbal remedies in the CMM. Online interactive and self-learning material was provided prior to the FC. During the FC, audio and video presentation were employed as a quiz using 10 One Best Answer (OBA) type of multiple choice questions covering the learning objectives. Audience response was captured using web-based interaction with PE-ARS. Feedback was obtained from participants at the end of FC activity and debriefing was done. Results were promising. Randomly selected 112 complete responses were included in the final analysis. 47 (42.0%) were male and 65(58.0%) were female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. Low- or middle- achievers of quiz session (pre-test) during the FC activity were 3 times (95% CI = 1.1-8.9) at risk of providing neutral or negative feedback than high achievers (p = 0.040). Those who provided neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3-11.8) at risk of becoming low or middle achievers during the End of Semester Examination (p = 0.013). From our data analysis, we conclude that PE-ARC made FC activity more engaging and interactive.
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