Evaluating Student Perceptions and Performance of Active Learning Strategies in a Pharmacotherapy Course
DOI:
https://doi.org/10.33423/jhetp.v22i9.5379Keywords:
higher education, active learning, pharmacy, team-based learning, case study, flipped classroom, interactive technologyAbstract
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.