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Implementing collaborative, active learning using peer instructions in pharmacology teaching increases students'

Stine Sonne Carstensen1, Christopher Kjaer2, Sören Möller3

  • 1Institute of Molecular Medicine, Department of Cardiovascular and Renal Research, J. B. Winsløws Vej 21, 5000 Odense C, University of Southern Denmark, Denmark.

European Journal of Pharmacology
|November 17, 2019
PubMed
Summary

Implementing collaborative, active learning with peer instruction in pharmacology lectures significantly boosts student understanding of pharmacological concepts and improves exam performance. This active learning strategy enhances learning outcomes and student engagement.

Keywords:
Active learningCollaborative learningConcepTestPeer instructionsStudent response systemTeacher's role

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Area of Science:

  • Medical Education
  • Pharmacology Education
  • Active Learning Strategies

Background:

  • Teaching pharmacology is complex, requiring diverse knowledge integration.
  • Traditional lectures may not fully engage students or optimize understanding of complex concepts.
  • Active learning and peer instruction offer potential improvements in student comprehension.

Purpose of the Study:

  • To evaluate the impact of collaborative, active learning using peer instruction on student understanding and exam performance in pharmacology.
  • To test the hypothesis that active learning enhances pharmacological concept comprehension and academic outcomes.

Main Methods:

  • Active learning strategies, including pre-lecture preparation and online polls (ConcepTests), were implemented in pharmacodynamics lectures.
  • Peer instruction was utilized to foster collaborative learning during these lectures.
  • Exam performance data from 1097 submissions across 15 written exams were analyzed.

Main Results:

  • A significant increase in the percentage of students scoring 50% or more on exam questions related to peer instruction lectures was observed (P=0.029).
  • This improvement was specific to the active learning components and not attributable to a general rise in student performance (P=0.289).
  • Both students and instructors reported positive perceptions of the active learning strategy and its feedback mechanisms.

Conclusions:

  • Collaborative, active learning incorporating peer instruction significantly enhances student learning in pharmacology.
  • The strategy improves comprehension of pharmacological concepts and positively impacts exam results.
  • The findings support the broader adoption of active learning techniques in science education.