Introduction.

This paper describes and evaluates the implementation of a flipped learning model in the discipline of histology for learning tissue engineering contents in the Pharmacy degree, with the aim of incorporating this knowledge for the scarce presence of such matter in that degree.

Subjects and methods.

The model consists of inserting in the ordinary course of Histology of the pharmacy degree an inverse self-learning module. A questionnaire on conceptual, procedural and attitudinal fields was answered by the 110 students involved in the study at the beginning and end of the process. Results were statistically analysed.

Results.

The results after the implementation of the flipped learning model show statistically significant higher values (p < 0.05) in the final evaluation both in female and male and in all the students with decreasing values from those reached for the attitudinal component to those reached by the conceptual component. In the procedural component, intermediate values are obtained.

Conclusion.

The highest values observed in the attitudinal and procedural components, after the implementation of the proposed model, highlight the need to increase the conceptual component in the formation of tissue engineering in the pharmacy curriculum.

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