Evaluating Student Perceptions and Performance of Active Learning Strategies in a Pharmacotherapy Course

Authors

  • Pramodini B. Kale-Pradhan Eugene Applebaum College of Pharmacy & Health Sciences, Ascension St. John Hospital, Wayne State University
  • Minakshi Lahiri Ernest Mario School of Pharmacy Rutgers, The State University of New Jersey

DOI:

https://doi.org/10.33423/jhetp.v22i9.5379

Keywords:

higher education, active learning, pharmacy, team-based learning, case study, flipped classroom, interactive technology

Abstract

Learning-preferences vary and thus it is beneficial for students to experience a variety of active-learning pedagogies for meaningful learning and long-term retention. This novel study attempted to evaluate systematically and longitudinally, student perceptions of multiple formats of active-learning strategies. Four different active-learning strategies were utilized in a course - team-based-learning (TBL), case-study, flipped-classroom, and interactive-technology. Student perspectives indicated active-learning strategies were helpful for learning. Faculty in higher-education could implement active-learning strategies in their courses for enhanced student-engagement, long-term retention, and success. This easily replicable method of collecting student perceptions on learning-experience anonymously enables learner-centered course design and promotes continuous-quality-improvement in higher-education.

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Published

2022-08-26

How to Cite

Kale-Pradhan, P. B., & Lahiri, M. (2022). Evaluating Student Perceptions and Performance of Active Learning Strategies in a Pharmacotherapy Course. Journal of Higher Education Theory and Practice, 22(9). https://doi.org/10.33423/jhetp.v22i9.5379

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Section

Articles