Enhancing students’ experimental knowledge with active learning in a pharmaceutical science laboratory

Objective: The study aimed to examine if an active learning approach used in a pharmaceutical science laboratory would enhance pharmacy students’ learning of foundation pharmaceutical science knowledge when conducting an experiment. Method: A pre-post-test study design was used to collect data from third-year undergraduate pharmacy students with two approaches to performing an experiment (active learning, and traditional). Results: Assessment data from 95 students (73% response rate) were analysed quantitatively and qualitatively. The active learning approach to performing an experiment resulted in significantly higher (p<0.001) scores compared to the traditional approach for knowledge about the variables to be measured (3.82 versus 2.72 for active and traditional, respectively) and measurement method (3.31 versus 2.85 for active and traditional, respectively). A thematic analysis identified ‘planning’ as unique to the post-test responses for the active learning session. Conclusion: The authors concluded that the laboratory session featuring active learning had a greater impact on student learning than the traditional experiment method.

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The effectiveness of mDPBL as a multimedia-based learning approach.

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i6.6479 ◽

2021 ◽

Vol 16 (6) ◽

pp. 2946-2955

Author(s):

Sri Winarno ◽

Pulung Nurtantio Andono ◽

Kalaiarasi Sonai Muthu ◽

Lew Sook Ling

Keyword(s):

Information System ◽

Learning Outcomes ◽

Positive Impact ◽

Traditional Approach ◽

Average Score ◽

Learning Approach ◽

Perceived Effectiveness ◽

Teaching Approaches ◽

Experiment Method ◽

Two Phases

This study is aimed to investigate students’ perceptions towards the mDPBL approach as a multimedia-based learning approach. mDPBL approach is a combination of two different teaching approaches (i.e. DIA and PBL) with multimedia. Two departments were selected in this study (i.e. Informatics Engineering and Information System). The survey was divided into two phases, pre-survey and post-survey. 276 students participated in this study. The quasi-experiment method was used with two different ways teaching strategies (i.e. traditional and mDPBL approach). The study revealed that the majority of students have a positive impact on positive learning outcomes in the mDPBL approach. A significant increase in students' perceptions of the effectiveness of the mDPBL approach is proven by an increase in the average score of students' perceptions and perceived effectiveness of 2.67 points or 8.71%, respectively. Keyword- Multimedia, Traditional approach, mDPBL approach

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Evaluating a large-scale introductory interprofessional education workshop for developing interprofessional socialisation in medical, nursing and pharmacy students: A quasi-experimental pre-test post-test study

Nurse Education Today ◽

10.1016/j.nedt.2021.104777 ◽

2021 ◽

Vol 99 ◽

pp. 104777

Author(s):

Jacqueline G. Bloomfield ◽

Carl R. Schneider ◽

Stuart Lane ◽

Paulina Stehlik ◽

Astrid Frotjold

Keyword(s):

Interprofessional Education ◽

Large Scale ◽

Pharmacy Students ◽

Test Study ◽

Post Test ◽

Education Workshop ◽

Quasi Experimental

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Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.22437/jmpmipa.v1i1.789 ◽

2012 ◽

Vol 1 (1) ◽

Author(s):

Delismar Delismar

Keyword(s):

Action Research ◽

Active Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Outcome ◽

Class Action ◽

Learning Approach ◽

Physics Learning ◽

Lecture Method ◽

Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes. The teacher becomes the main source of learning. The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning. To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles. All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form. The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics. In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points). To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness. The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota Jambi.

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An Active Learning Approach to Teaching Social Determinants of Health

Pedagogy in Health Promotion ◽

10.1177/2373379920933311 ◽

2020 ◽

Vol 6 (4) ◽

pp. 266-273

Author(s):

Jeanita W. Richardson

Keyword(s):

Active Learning ◽

Learning Style ◽

Social Determinants ◽

Learning Approach ◽

Learning Style Preferences ◽

Open Discussion ◽

Approach To Teaching ◽

The Individual ◽

Style Preferences ◽

The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

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Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽

10.3390/healthcare9070822 ◽

2021 ◽

Vol 9 (7) ◽

pp. 822

Author(s):

Samieh Farahani ◽

Imaneh Farahani ◽

Maira Anna Deters ◽

Holger Schwender ◽

Bjoern Bengt Burckhardt ◽

...

Keyword(s):

Blood Pressure ◽

Blended Learning ◽

Pressure Measurement ◽

Flipped Classroom ◽

Blood Pressure Measurement ◽

Pharmacy Students ◽

Learning Approach ◽

Self Assessment ◽

Class Session ◽

Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

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Assessment of an Educational Intervention to Improve Healthy Life Habits in Children Living in Vulnerable Socioeconomic Conditions

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094495 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4495

Author(s):

María López ◽

Irene Alcoceba ◽

María-José Castro ◽

María-José Cao ◽

Sara García ◽

...

Keyword(s):

Educational Intervention ◽

Eating Habits ◽

Vegetable Consumption ◽

Socioeconomic Conditions ◽

Healthy Living ◽

Mortality And Morbidity ◽

Test Study ◽

Post Test ◽

Quasi Experimental ◽

Life Habits

Nutritional condition impacts academic performance and cognitive development. In Peru, the prevalence of chronic undernutrition in children is 6.9%, increasing the risk of mortality and morbidity. This study aimed to develop an educational intervention to achieve an improvement in the healthy habits of children in a primary education school in Lima who live in vulnerable socioeconomic conditions. We conducted a prospective quasi-experimental pre-test and post-test study of an educational intervention. The information was collected through the adaptation of the WHO questionnaire “Global School-based Student Health Survey” (GSHS), with anthropometric variables, socioeconomic level, hygiene and eating habits. One hundred eight students from 5 to 13 years old from Arenitas del Mar School in Lima (Peru) participated. The educational intervention improved eating habits. Fruit and vegetable consumption 3 or more times/day (50.9%) increased after the educational intervention (49% vs. 62.9%,) p < 0.0001. There was an improvement in hygiene habits, such as the frequency of handwashing with soap (32.4% vs. 63.9%) and the frequency of weekly bathing 4–6 times/week (25% vs. 47.5%) p < 0.0001. The educational intervention promoted better healthy living behaviors, eating habits and hygiene. This kind of initiative is a crucial tool to establish healthy living habits.

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