Students and faculty perception of Active Learning: a case study

Abstract

Active Learning (AL), a pedagogical approach during which students focus on application of knowledge rather than memorisation was integrated into a new undergraduate pharmacy curriculum in a UK University. This paper evaluates student and faculty perceptions of AL. First and second year students enrolled on the pharmacy course and faculty members were invited to respond to an online questionnaire covering three domains: value, effort and instructor contribution during AL sessions. Thirty-five students (58.3%) and 9 (60%) faculty members participated in the study. Nine AL sessions were provided. A difference in the perceived effectiveness of AL between students and faculty was identified mostly in two AL activities: patient as teacher (an expert patient talking about his/her condition to pharmacy students) and prescription review. Students and faculty confirmed the value of the AL activities with agreeing and strongly agree. Students confirmed they put effort into these activities and recognised the instructor contribution during the sessions. Overall, students and faculty had a positive perception of the AL sessions.