Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Meng, Xiangyu; Yang, Lianrong; Sun, Hui; Du, Xiaowei; Yang, Bing‐You; Guo, Hong-Wei

doi:10.5688/ajpe6505

Cited by 24 publications

(19 citation statements)

References 46 publications

(38 reference statements)

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“…Disruptive technologies provide students with the ability to be active and self‐directed learners, controlling the pace of their own learning through hands‐on experiences. Active learning also results in better learning outcomes evidenced by higher retention of learning (Meng et al ., 2019). This also aligns with Rogers (2012) perception that teaching is about facilitating learning and that all learners come with different knowledge, interests and skills, making the construction of knowledge a personal responsibility.…”

Section: Introductionmentioning

confidence: 99%

HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

Moro¹,

Phelps²,

Redmond³

et al. 2020

Brit J Educational Tech

106

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Due to increasing demands in the amount of content to be learned within a medical and health sciences curriculum, there are benefits towards exploring options for new and effective delivery modes. Augmented reality technology has the potential to enhance learning in physiology and anatomy, where students require a three‐dimensional knowledge of human organ systems and structures. This study aimed to assess the effectiveness of learning when an identical lesson was delivered through augmented reality using either the Microsoft HoloLens or a mobile handheld tablet device. Thirty‐eight pre‐clinical undergraduate participants completed a lesson detailing the physiology and anatomy of the brain. Pre‐ and post‐intervention tests were provided to evaluate acquired knowledge. After the activity, participants also completed a Likert‐style questionnaire to evaluate adverse health effects experienced and assess their perceptions of the module. There were no significant differences between test scores from lesson delivery in either the HoloLens or mobile‐based augmented reality. However, a significant increase was reported in dizziness when using the HoloLens (25% higher, n = 19, p = .04). No other adverse health effects, such as nausea, disorientation or fatigue were observed. Both modes were effective for learning, providing evidence to support educators and developers wishing to adopt an augmented reality method of delivery in health sciences and medicine. A video abstract of this article can be viewed at https://youtu.be/GSayCmopGZg What is already known about this topic Modern technology continues to disrupt the way we teach in higher education. Teaching through virtual and augmented reality has shown great benefit in enhancing learning and the student experience in health sciences and medicine. There is the potential for new and upcoming delivery modes to continue this trend, including the introduction of both mobile and head‐mounted display based augmented reality. What this study contributes Investigates the potential for augmented reality to be used as a teaching tool, and supports its implementation in tertiary education. Identifies that although slight dizziness was reported in some participants from using the HoloLens, this does not appear to impact learning or student perceptions of the technology. Presents the HoloLens and mobile‐based augmented reality as novel and evidence‐based methods of instruction in health sciences and medicine. Implications for practice and/or policy Augmented reality is an effective delivery mode which can enhance learning. Students consider augmented reality through both the HoloLens and mobile‐based devices to be enjoyable and engaging. This novel method of instruction is useful to supplement learning in a tertiary education programme.

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Section: Introductionmentioning

confidence: 99%

HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

Moro¹,

Phelps²,

Redmond³

et al. 2020

Brit J Educational Tech

106

View full text Add to dashboard Cite

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“…Pharmacy and other health professions educations rely on different traditional and student-centered teaching methodologies involving didactic lectures and seminars, experiential and practical training, and laboratory sessions, as well as team and problem-based techniques such as small group discussions. [7][8][9][10] Didactic lectures can be conducted in either a traditional classroom way (face-to face-learning) or through the virtual online learning, if it is the only available method of teaching, that is, when academic institutions shift to virtual platforms exclusively. The quality is expected to be comparable and the attainment of learning outcomes is not expected to be compromised.…”

mentioning

confidence: 99%

Pharmacy Students Perceptions of Their Distance Online Learning Experience During the COVID-19 Pandemic: A Cross-Sectional Survey Study

Shawaqfeh

Bekairy

Al-Azayzih

et al. 2020

Journal of Medical Education and Curricular Development

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Introduction: The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic. Methods: A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity. Results: The response rate was about 75% (n = 309). The results’ analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years ( P-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores. Discussion and conclusion: E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.

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“…Студије о Студије о учењу усмереном на студенте учењу усмереном на студенте односе се на различите дисци-односе се на различите дисциплине, од медицинске науке и биологије до педагогије "борци против плине, од медицинске науке и биологије до педагогије "борци против злочина злочина" ( " (Chong, 2018;Meng Chong, 2018;Meng et al et al, 2019;Metzger & Yowler, 2019Metzger & Yowler, 2019). Табела ).…”

Section: евалуација примене учења усмереног на студенте у различитим областима високог образовањаunclassified

“…SCL identifies students as the owners of their learning (Lee & Hannafin, 2016). This is expected to increase their motivation and the use of SCL in an integrated basic science curriculum has the potential to develop students' learning skills hence their learning outcomes (Meng, Yang, Sun, Du, Yang & Guo, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Очекује студенте као власнике сопственог учења (Lee & Hannafin, 2016). Очекује се да ће ово повећати њихову мотивацију, а употреба учења усмереног се да ће ово повећати њихову мотивацију, а употреба учења усмереног на студенте у интегрисаном наставном програму за основне науке има на студенте у интегрисаном наставном програму за основне науке има потенцијал да развије вештине учења, а отуда и њихове исходе учења потенцијал да развије вештине учења, а отуда и њихове исходе учења (Meng, Yang, Sun, Du, Yang & Guo, (Meng, Yang, Sun, Du, Yang & Guo, 2019). 2019).…”

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Modern learning approaches in higher education: A review of the literature

Sattarova

Groot

Arsenijevic

2020

ZIPI

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This paper provides a review of the literature on the evaluation of two learning approaches in higher education: problem-based learning (PBL) and student-centred learning (SCL). We were interested in dissemination of these learning approaches in higher education in both developing and developed countries. We identified 47 experimental and quasi-experimental studies published before March 2020, from medical, engineering and other fields of higher education. Historically PBL has been mostly applied in medical, health and related disciplines. Over the years, PBL and SCL have been successfully applied in other disciplines as well. Articles on university policy-making and historical-analytical ones are included too. Around 70% of the articles have an experimental design. Sample sizes range from 15 to 1404 persons, including both students and tutors. Most of the studies report positive outcomes. We aimed to show whether PBL and SCL can be effectively applied in engineering and other fields worldwide (in both developing and developed countries), as many polytechnic and engineering universities are debating concerning new learning approaches. It is evident from the articles in the review that these approaches need to be adapted depending on the field of education and the initial conditions (evaluation rules, level of familiarisation with these approaches of students) in the university. Besides, most authors are interested in the modernisation of these approaches.

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Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Cited by 24 publications

References 46 publications

HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial

Pharmacy Students Perceptions of Their Distance Online Learning Experience During the COVID-19 Pandemic: A Cross-Sectional Survey Study

Modern learning approaches in higher education: A review of the literature

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