Anastasia Rivkin1, Suzanna Gim. 1. Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, USA. Rivkin@fdu.edu
Abstract
OBJECTIVES: To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. DESIGN: Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students' perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students' perceptions of various teaching methods. ASSESSMENT: The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students' survey responses and examination performance. CONCLUSIONS: Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method.
OBJECTIVES: To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. DESIGN: Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students' perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students' perceptions of various teaching methods. ASSESSMENT: The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students' survey responses and examination performance. CONCLUSIONS: Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method.
Keywords:
active learning; drug-induced diseases; instructional methods
Authors: Brenda L Gleason; Michael J Peeters; Beth H Resman-Targoff; Samantha Karr; Sarah McBane; Kristi Kelley; Tyan Thomas; Tina H Denetclaw Journal: Am J Pharm Educ Date: 2011-11-10 Impact factor: 2.047