Education case study reports reflection on teaching strategies for pharmacy students
AbstractIntroduction: 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 was no significant change in the number of students achieving high distinction or distinction. Evaluation: Reproducibility is an important part of the experiment to demonstrate that the results can be trusted. Success with one or two cohorts is not sufficient to adopt a method of teaching. Ongoing evaluation is essential to eliminate cohort-related effects prior to implementation. It is not clear if the achieved results would be achievable in larger classes due to the reduction in student: lecturer ratio and limitation of class room time to allow all students to participate.
CitationMorrissey, H., Ball, P. (2016) 'Education case study reports reflection on teaching strategies for pharmacy students', Pharmacy Education, 16 (1) 112 - 117
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