Enhancing students’ experimental knowledge with active learning in a pharmaceutical science laboratory
Anakin, Megan; McDowell, Arlene
This study aimed to examine if an active learning approach used in a pharmaceutical science laboratory setting would enhance pharmacy students’ learning about foundation science knowledge about conducting an experiment. A pre-post-test study design was used to collect data from third-year undergraduate pharmacy students with two approaches to performing an experiment (active learning, traditional). Assessment data from 95 students (74% response rate) were analysed quantitatively and qualitatively, Results of a two-way analysis of variance showed significant differences found with large effects when the active learning and traditional approaches to performing an experiment were compared for knowledge about the variables to be measured and measurement method. A thematic analysis identified planning as unique to the post-test responses for the active learning session. The results of this study were cautiously interpreted to suggest that the laboratory session featuring active learning had a greater impact on student learning than the traditional experiment method.
Publisher: International Pharmaceutical Federation
Rights Statement: This version in OUR Archive is the author’s manuscript accepted for publication after peer-review. The published version is: Anakin M and McDowell A (2021). Enhancing students’ experimental knowledge and metacognitive awareness with active learning in a pharmaceutical science laboratory. Pharmacy Education 21: 29-38 https://doi.org/10/46542/pe.2021.211.2938
Keywords: Active learning; pharmaceutical science; experimental knowledge; laboratory experiment; pharmacy education
Research Type: Journal Article
The following licence files are associated with this item: