Enhancing students’ experimental knowledge with active learning in a pharmaceutical science laboratory

Abstract

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.