Experience in implementation of the new elective course “Actual problems of pharmacy education (original) (raw)
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Objectives: Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. Materials and Methods: In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. Results: Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1–8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3–11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of " Agree " or " Disagree " and " Agree " or " Strongly Agree " was statistically significant. Conclusion: This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method. Flipped classes (FC) drive active learning among the participants, resulting in better performance in students. FC for pharmacy students enabled instructors to engage the learners and helpthem towards self-directed learning. FC supported the fact that the quality (not necessarily the quantity) of student-teacher interaction was a compelling force in improving student performance.
Pharmacy Education, 2021
Objective: To explore pharmacy students' experiences, barriers, and needs of first-year pharmacy students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three focus group sessions with seventeen first-year pharmacy students were conducted. All sessions were audio-recorded, transcribed, and analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful for learning and using a range of self-regulated learning strategies in the FC environment. Barriers identified were primarily to i-lectures and potentially hindered motivation and acceptance to pre-classroom preparation. Conclusions: There are students' reservations toward flipped classrooms attributed to individual motivation and barriers encountered. Students transitioning to flipped classroom approach require easy-to-learn and use pre-class learning materials tailored to students' level and preferences.
ICERI2016 Proceedings, 2016
This thesis is dedicated to My beloved parents who have always been there for me My best friend, Dalia, who encouraged me to go on this adventure My wonderful brother, Ali, who has a special place in my heart My colleagues and friends in the Research Department of Practice and Policy, thank you very much for being a lovely, supportive, and caring family. Special gratitude and appreciations must go to Naoko Arakawa, Dalal Alsaeed, Zahra Alsairafi, Eneyi Kpokiri, Mai Almanea and Asma'a Alhaqan, for their effort in lending a listening ear especially during the write-up stage. My lovely family: thank you very much for your support, prayers, and endless love. Mom and Dad: I am very much grateful for your 'every day phone call' making sure I was OK. My little brother, Ali: your inspirational words meant a lot to me. Finally, I would like to thank the Ministry of Higher Education in Saudi Arabia for funding my research.
Education case study reports reflection on teaching strategies for pharmacy students
Pharmacy Education, 2016
Introduction: Teaching should meet the needs of all types of learner present in the class room; the activist, the reflector, the theorist and the pragmatist who also have diverse backgrounds, levels of education and are from different age groups. Aim: The aim of the four projects was to improve students’ engagement and success. Method: New teaching strategies were trialled to improve students’ engagement and successes with topics which according to their feedback were considered ‘dry’. The author utilised techniques such as flipping the class-room, simulation, case or problem based learning; and group work replacing traditional lectures. First, third and fourth year students were asked to prepare for the in-class activities at home using the lectures or simulation software. Results: The strategies were effective in a small class size of 15-20 students, with improved attendance and participation, improved fail/pass rate and number of students achieving credit or pass; however there w...
The learning habit has been changed in the 21 st century Pharmacy students. The purpose of this study was to implement experiential learning to the 1 st year Pharmacy students for their future development. The Pharmacy orientation course at Silpakorn University was designed with experiential learning model to the 1 st year Pharmacy students who registered this course. There were two assignments in this model. The 1 st assignment was interviewing in various fields and the 2 nd assignment was surveying the health related problems in community nearby the Nakhon Pathom province. Then report about the interviewing by clip videos and write the summary of health related problems that were recorded from the survey. The course evaluation was conducted at the end of semester. The evaluation of this course from 192 students found that two assignment activities made them more familiar with the profession concept than only lecture in the class room. The satisfactory score of this course is 86% (4.31/5). Moreover, they could know the health problems of people in community around the university and made them more understand the responsibility and concern about their professional roles. These results encourage the new strategy for professional teaching design at the first year pharmacy students to make them understand of professionalism and professional concept more clearly than only lecture in the class. The outcomes of the activities are supported by others studies. However, further studies are needed to confirm the development in learning of the students. It can be concluded that Experiential Learning Model in Pharmacy orientation course make first year pharmacy students have more clearly conceptualized view about Pharmacy profession
Student perceptions regarding a learner-centered pharmaceutical care course
The pharmaceutical education has been changed by incorporating of new teaching methods. In this sense, assessment of students' perceptions about these teaching methods is essential for achieving the goal of providing students with the competences to pharmacy practice. Thus, the present study aimed to evaluate pharmacy students’ perceptions of a pharmaceutical care course implementing learner-centered teaching. A pharmaceutical care course, using active learning methods, was introduced at the Federal University of Sergipe. Feedback concerning the students’ experiences with the newly developed course and information about their preferences regarding the learner-centered approach were collected. The resulting data were analyzed using a quali-quantitative approach. In their evaluations of the course, most of the students (94.6%) indicated that they thought the lessons of the pharmaceutical care course had relevance for their professional/personal development. Furthermore, they indicated that the use of techniques such as role-play had helped to motivate their learning. The vast majority of the students reacted positively to the innovative course. They perceived the use of learner-centered methods as providing an appropriate environment for allowing students to demonstrate their pharmaceutical care competencies. The students’ responses also pointed to potential ways to improve the curriculum of the course. Keywords: Active Learning, Competences, Pharmacy Students, Pharmaceutical Care, Student Perceptions.
Pharmacy education instruction: Preference and practices, Saudi students’ perception
Aim/Background: The methods of instruction in pharmacy education are crucial and meant to suit the professional development and encompass the advanced variety of services and functions provided by the pharmacists to serve individual patients. The aim of this study was to determine the students' opinions on the adopted and preferred methods of instruction in pharmacy colleges in Kingdom of Saudi Arabia.
A Quantitative Assessment of an Innovative Education Project for Pharmacy Students
Proceedings of CBU in Medicine and Pharmacy, 2021
The changing environment of pharmacy care represents an opportunity to implement an innovative educational form into the teaching process, which represents a significant potential in preparing pharmacy students for their future profession. The main objective of the assessment was to evaluate the contribution of the innovative education project Advanced Training in Pharmacy Care (ATIP) as a complement to the compulsory curriculum at the Faculty of Pharmacy of the Comenius University in Bratislava. Another objective was to analyse the obstacles to dispensation and counselling perceived by students of the educational project. The assessment uses data from the ATIP educational project carried out between 2015/2016 and 2020/2021 at the Faculty of Pharmacy of the Comenius University in Bratislava. Data collection was provided through a questionnaire survey among the participating students after completing each year of the project. The assessment focused on students' perception of the ...
Pharmacy Education, 2018
Introduction: The World Health Organisation (WHO) and the International Pharmaceutical Federation (FIP) recommend emphasising clinical education within a balanced pharmacy curriculum. During the summer of 2016 the University of Graz (KFU), sponsored an elective English language teaching event on clinical pharmacy for undergraduate pharmacy students. This project aimed to evaluate the views, experiences and attitudes of Austrian students taking part in this clinical pharmacy teaching event. Methods: A mixed method study using a quantitative questionnaire survey followed by qualitative semi-structured, one-to-one telephone interviews. Results: The response rate to the questionnaire and telephone interview study was 67% (n=20) and 30% (n=6) respectively. Students were satisfied with the teaching event (very good: 90% (n=18); good: (10% (n=2). They felt inspired to learn more about clinical pharmacy in the future (100% (n=20)). Main themes included opportunity, relevance and the desire ...
Feedback of pharmacy students toward teaching-learning pharmacology in Northern Cyprus
International Journal of Pharmacy, 2016
This study explores pharmacy students' feedback on teaching-learning methods of pharmacology in faculties of pharmacy in Northern Cyprus universities. 150 students randomly selected and participated by filling selfadministered questionnaires. The majority of participants were female and most of them were in the 4 th year of their study. The results showed that high percentage of students had good understanding and grasping of pharmacology subjects in class, and the pharmacology is the most favored course in comparison with others. Moreover, participants taught that pharmacology course will have most usage in their future pharmacy practice. It can be concluded that the general attitude of students toward pharmacology were positive; however, some changes in curriculum are still required in order to make the pharmacology courses more interesting.