ERIC Number: EJ878598
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: 0
Enhanced Student Experience: An Analysis of Subjective Evaluation and Objective Learning Success after the Transformation of a Pharmaceutical Physiology Course
Zimmermann, Martina; Eckert, Gunter P.
Advances in Physiology Education, v34 n1 p1-10 Mar 2010
In the present article, the reorientation of a fourth-semester physiology course for pharmacy students is described. The motivation for the introduction of changes was to prepare the students to not only assimilate facts but to learn and understand how to integrate and apply them. The article considers how this reorganization was received by the students in both subjective and objective terms. Specifically, we investigate whether our changes resulted in both an enhanced learning experience and improved learning success. The following changes were introduced to the course: first, we integrated either experimental, computer-based teaching modules or case studies in five of the eight course units to give the students the opportunity to gain more hands-on experience; second, we organized regular meetings to enhance communication among the course tutors; and finally, we increased the pass mark for the entrance exam to the course from 50% to 60%. Student opinion was evaluated by means of a questionnaire that was distributed at the end of each course semester throughout the three-semester evaluation period (summer 2008, winter 2008/2009, and summer 2009). The students gave convincing positive feedback concerning the efficacy of the changes in both quantitative and qualitative terms. Moreover, their learning success improved significantly in objective terms as evidenced by enhanced final and State exam performance.
Descriptors: Feedback (Response), Pharmaceutical Education, Student Attitudes, Pharmacy, Physiology, Student Experience, Learning Experience, Journal Articles, Evaluation Methods, Questionnaires, Computer Assisted Instruction, Tutors, Tests, Educational Change, Teaching Methods, College Students
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: firstname.lastname@example.org; Web site: http://advan.physiology.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A