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Undergraduate pharmacy students' perceived learning using a team-based debate approach
Roland N Okoro1, Erick W Hedima2
1Department of Clinical Pharmacy and Pharmacy Administration, Faculty of Pharmacy, University of Maiduguri, Borno State, Nigeria.
Introduction:
Currently, teaching and learning in higher institutions is moving away from traditional didactic lecture-based learning towards student-centered learning. The objectives of this study were to implement a team debate as a method of teaching and learning about pharmacy regulatory issues, and evaluate students' perceptions of a team debate.
Methods:
This was a pre-and post-study with a validated 11-item online questionnaire. Data were summarized using descriptive statistics (frequencies, means, standard deviations, and percentages), while paired sample t-test was used to compare pre- and post-study mean scores of the survey items. P values < .05 were taken to be statistically significant.
Results:
One hundred and forty-two students enrolled in a mandatory "Pharmacy Regulation and Control" course at a Nigerian University during the 2020 academic year participated in the study. The average age of the participants was 25.56 ± 2.96 years (Range = 20-38 years), and the majority were males (n = 99, 69.7%). All the questionnaire items and the total score improved significantly (P < .05) after the group debate exercise.
Conclusion:
The study shows that team debate was well received by the participants and demonstrates that incorporation of team-based debate into a didactic style course improved student's self-perceived learning. Thus, it is recommended that pharmacy educators in Nigeria should consider incorporating team debate to complement didactic teaching to enhance learning.
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