Wasana Sumanasekera1, Chase Turner2, Kaven Ly3, Philip Hoang4, Travis Jent5, Thimira Sumanasekera6. 1. Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner lane, Louisville, KY 40205, United States. Electronic address: wsumanasekera@sullivan.edu. 2. Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner lane, Louisville, KY 40205, United States. Electronic address: Cturne8345@my.sullivan.edu. 3. Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner lane, Louisville, KY 40205, United States. Electronic address: Kly2688@my.sullivan.edu. 4. Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner lane, Louisville, KY 40205, United States. Electronic address: Phoang8807@my.sullivan.edu. 5. Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner lane, Louisville, KY 40205, United States. Electronic address: TJent6609@my.sullivan.edu. 6. College of Pharmacy, University of Kentucky, Lexington, KY, United States. Electronic address: Tusu222@uky.edu.
Abstract
BACKGROUND AND PURPOSE: The objectives of this study were to implement multiple active learning strategies in pharmacology and evaluate the most effective method to promote understanding. EDUCATIONAL ACTIVITY AND SETTING: A structured, student-centered learning approach was launched. The implemented active learning strategies were Kahoot web-based interactive games, crossword puzzles, an instructional video, a music video, and fill-in-the-blank tables. For three consecutive years, several topics in pharmacology were taught by the same instructor. While traditional teaching was used for the class of 2016, the above-mentioned active learning strategies were utilized for the classes of 2017 and 2018. Student perceptions on traditional teaching vs. active learning and on the different active learning methods were determined by anonymous survey. The effectiveness of active learning on understanding pharmacology concepts was detected by extracting student performance data from ExamSoft item analysis. FINDINGS: Based on exam performance assessment, students in the classes of 2017 and 2018 performed significantly better when fill-in-the-blank activities and videos were utilized. However, students believed that web-based games helped them better understand concepts. Variables between the classes of 2016, 2017, and 2018 were minimized through comparison of the same lecture topics and having the same instructor write exam questions. SUMMARY: Although students perceived Kahoot web-based interactive gaming as the most valuable active learning strategy, fill-in-the-blank activities and videos were more effective in understanding the pharmacology concepts as measured by their exam performance.
BACKGROUND AND PURPOSE: The objectives of this study were to implement multiple active learning strategies in pharmacology and evaluate the most effective method to promote understanding. EDUCATIONAL ACTIVITY AND SETTING: A structured, student-centered learning approach was launched. The implemented active learning strategies were Kahoot web-based interactive games, crossword puzzles, an instructional video, a music video, and fill-in-the-blank tables. For three consecutive years, several topics in pharmacology were taught by the same instructor. While traditional teaching was used for the class of 2016, the above-mentioned active learning strategies were utilized for the classes of 2017 and 2018. Student perceptions on traditional teaching vs. active learning and on the different active learning methods were determined by anonymous survey. The effectiveness of active learning on understanding pharmacology concepts was detected by extracting student performance data from ExamSoft item analysis. FINDINGS: Based on exam performance assessment, students in the classes of 2017 and 2018 performed significantly better when fill-in-the-blank activities and videos were utilized. However, students believed that web-based games helped them better understand concepts. Variables between the classes of 2016, 2017, and 2018 were minimized through comparison of the same lecture topics and having the same instructor write exam questions. SUMMARY: Although students perceived Kahoot web-based interactive gaming as the most valuable active learning strategy, fill-in-the-blank activities and videos were more effective in understanding the pharmacology concepts as measured by their exam performance.
Authors: Daniel Neureiter; Eckhard Klieser; Bettina Neumayer; Paul Winkelmann; Romana Urbas; Tobias Kiesslich Journal: Adv Med Educ Pract Date: 2020-10-05