Iron Pharmacologist: Student Impressions, Satisfaction, and Self-Reported Learning in Response to Active Learning Course Activity in Veterinary
Year: 2014
Type: article
Abstract: Background: The active learning session is a well - established method to promote deep learning. However, traditional veterinary pharmacology laboratories have been removed from most curriculums. Pharmacology has become a list of therapeutics that encourages rote memorization. Aim: Student attitudes about pharmacology were explored after participation in a novel, student - centered activity. Method: Students participated in a laboratory activity, “Iron Pharmacologist”, that asked teams of students to research and present the answer to individual “secret questions” in a very limited time frame. Immediate verbal feedback was provided to students on accuracy and depth of knowledge, clinical relevance, and presentation style. An anonymous, student - attitudinal survey was administered at the end of each laboratory; this survey was longitudinally administered to subsequent groups over a four - year time frame. Results: Survey results demonstrate high levels of student satisfaction and self - reported learning. Students showed higher levels of performance on external examinations following implementation of this activity. Conclusion: “Iron Pharmacologist” was well received by students, improved performance outcomes, and could be easily adapted for use in other topics.
Source: Pharmacy Education
Institution: Western University of Health Sciences
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1827046431