Abstract
The flipped classroom modality is a teaching and learning methodology with great projection within higher education. This method, based on Information and Communication Technologies (ICTs), has been implemented in person in the Integrator I course: Chemical, Clinical, Forensic and Biopharmaceutical Laboratory, of the fifth year of the Chemistry and Pharmacy degree at Andrés Bello University, developing didactic sequences through the use of active participatory methodologies, such as Case Analysis and Collaborative Learning, using the Flow chart tool for the organization of information in the practical classes of Management and Quality Control, Food Analysis and Clinical Biochemistry, which leads to the development of competencies, with the aim of achieving significant learning in students. A methodological dossier of classes was planned in 5 phases: pre-class phase, initial phase of the class, class development phase, final phase of the class and phase after the end of the class. The results obtained show that the 20 students meet the achievement indicators, mainly as Outstanding and Competent in the 3 practical works carried out, which were evaluated using a rubric and grading and comparison guidelines. The evidence of the study was carried out using a comparison guide for observers, a learning perception evaluation form and interviews with teachers. The results obtained are conclusive in that the design and implementation of the didactic sequences promote meaningful learning in the flipped classroom training model.

Keywords: flipped classroom, ICTs, active methodologies, methodological dossier, learning, laboratory.