|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352956||862795||2016||7 صفحه PDF||سفارش دهید||دانلود رایگان|
ObjectiveTo evaluate pharmacy studentsʼ perceptions of learning and satisfaction related to eight active learning exercises.MethodsEight active learning exercises were implemented in class recitation sessions. Students completed anonymous surveys in an introductory session to identify interests, goals, strengths, and weaknesses, as well as at the courseʼs end to assess perceptions of learning and satisfaction with each active learning exercise.ResultsAll students (n = 76) responded to both surveys. Students consistently ranked exercises, in which they created, answered, rated, and commented on multiple-choice questions (PeerWise) or answered factual questions in a Jeopardy™-like format highest both for accomplishment of their learning goals and for satisfaction or enjoyment. Comments supported data from the rankings.ConclusionsStudents, overall, enjoyed the variety of active learning exercises. Active learning exercises such as PeerWiseTM and Jeopardy™ appeared to be particularly effective in fostering student learning, satisfaction, and interest in further engagement.
Journal: Currents in Pharmacy Teaching and Learning - Volume 8, Issue 4, July–August 2016, Pages 577–583