OBJECTIVES: To determine the types of classroom behavior that pharmacy students consider uncivil, participation in such behaviors, what type of professor and classroom setting they prefer, and changes in these opinions over time. METHODS: A survey instrument was used to collect data about students' feelings concerning incivility, participation in uncivil behaviors, and preferences concerning classroom experience. Demographic data were used to identify characteristics of student populations and ensure the same students were studied over different time periods. RESULTS: Younger students felt cheating was the most uncivil classroom behavior while older students most disliked cell phone/beeper use. Chewing gum was least offensive for all groups. Students desired that teachers cared about their learning experience, but few would phone a professor at home. CONCLUSIONS: Differences in views concerning civility were found among pharmacy students in their first, third, and fourth years, which may indicate that students' beliefs, actions, and preferences change as they progress through the curriculum.
OBJECTIVES: To determine the types of classroom behavior that pharmacy students consider uncivil, participation in such behaviors, what type of professor and classroom setting they prefer, and changes in these opinions over time. METHODS: A survey instrument was used to collect data about students' feelings concerning incivility, participation in uncivil behaviors, and preferences concerning classroom experience. Demographic data were used to identify characteristics of student populations and ensure the same students were studied over different time periods. RESULTS: Younger students felt cheating was the most uncivil classroom behavior while older students most disliked cell phone/beeper use. Chewing gum was least offensive for all groups. Students desired that teachers cared about their learning experience, but few would phone a professor at home. CONCLUSIONS: Differences in views concerning civility were found among pharmacy students in their first, third, and fourth years, which may indicate that students' beliefs, actions, and preferences change as they progress through the curriculum.