|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352971||618760||2016||9 صفحه PDF||سفارش دهید||دانلود رایگان|
ObjectiveTo describe perceived effects of humor and preferred types and frequency of humor in didactic pharmacy instruction at one college of pharmacy.Material and methodsStudents and faculty at a college of pharmacy participated in a survey consisting of six research questions and seven demographic items. Research questions, formatted as 5-point Likert scales and multiple-choice items, were developed from studies assessing humor in other educational settings.ResultsA total 89 of 132 students and 20 of 27 faculty (response rate 67% and 74%) responded. Students and faculty agreed that there is a role for humor in didactic instruction (median: 4 and 5, respectively) and that humor could improve accessibility, learning, interest, attention, and enjoyment (median: 4 and 4, respectively, all items). Participants preferred relevant (median: 5 and 5) and self-deprecating (median: 4 and 4) humor. Students and faculty indicated one or two instances of humor per hour are optimal (52% and 50%) and typical (74% and 85%).ConclusionsStudents and faculty perceive a role for use of relevant humor (in moderation) in the pharmacy classroom based on improvements to the learning environment.
Journal: Currents in Pharmacy Teaching and Learning - Volume 8, Issue 2, March–April 2016, Pages 226–234