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Evaluating undergraduate student perceptions towards pharmaceutical science laboratory content delivery: a comparison
Sachin Sunil Thakur1, Darren Michael Svirskis1, Louise Elizabeth Curley1
1School of Pharmacy, Faculty of Medical and Health Sciences, Waipapa Taumata Rau The University of Auckland, Auckland, New Zealand.
Introduction:
Online resource delivery can offer an alternative to paper-based teaching materials. It is currently unclear how such resources could be integrated into pharmaceutical science laboratory sessions. In this study, we reviewed pharmacy student perspectives towards utilising an online platform in place of a physical manual for pharmaceutical science laboratory instruction.
Objectives:
To understand the differences in students' perceptions towards using paper-based versus online manuals in pharmaceutical science laboratory sessions.
Methods:
Invitations were sent to all second-year Bachelor of Pharmacy students at the University of Auckland to complete questionnaires at two discrete times. Participants were asked questions to understand their perceptions towards the laboratory manual being paper-based at collection point one versus online at collection point two. Likert-scale data was analysed using a Mann-Whitney U test while open-ended comments were analysed thematically.
Results:
80 students completed the questionnaires at each data collection point. Whilst there was apprehension prior to the implementation of the online pharmaceutical manual, positive perceptions were evident after implementation. Notably, online manuals were perceived as easier to navigate and allowed more independent work by students than paper-based manuals. The open-ended responses fit into four major themes: practicality, sustainability, resource and learning. These themes noted advantages and challenges to both ways in which the manual was delivered as well as suggestions for future improvements.
Conclusion:
Despite the greater interactivity and independent learning offered by the online manual, there remains some apprehension towards a move away from traditional paper-based manuals. Student priming towards new resources is essential to maximise their benefit.
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