Learners' Perspectives on Pure Science Content in Vocational Degree Programmes: Chemistry for Pharmacists
Abstract
The objective of this study was to enquire how the chemistry experience of pharmacy students can be enhanced and how the virtual learning environment (VLE) for chemistry-related pharmacy modules might be improved. All MPharm students at the University of Portsmouth UK were asked to complete a project-designed online questionnaire. Data from University course module feedback questionnaires were also analysed. Qualitative and quantitative analyses were performed, using appropriate statistical evaluation. Pre-university chemistry was not correlated with current perceived relevance, difficulty or workload (p > 0.05). The latter two were positively correlated (p = 0.003). Students realised their study of chemistry was important (89%). Chemistry- and biology-related areas were rated equally enjoyable (p > 0.05), but less than pharmacy practice areas (p < 0.0001). Students' preferred choices for VLE development were video lectures > VLE quizzes > audio content. Keeping chemistry content relevant on pharmacy programmes is important. Strategies for improving learning through extended use of the VLE have been identified.References
Alsharif, N.Z., Destache, C.J., Roche, V.F. (1999) Teaching medicinal chemistry to meet outcome objectives for pharmacy students. American Journal of Pharmacy Education, 63(1): 34–40.
Barth-Cohen, L.A., Smith, M.K., Capps, D.K., Lewin, J.D., Shemwell, J.T., Stetzer, M.R. (2016) What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems. Journal of Science Education and Technology, 25(1): 50–61.
Bergmann, J., Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Bonk, C.J., Graham, C.R. (2006) The Handbook of Blended Learning Environments: Global Perspectives, Local Designs. San Francisco: Jossey-Bass/Pfeiffer.
Chickering, A.W., Gamson, Z.F. (1987) Seven principles for good practice in undergraduate education. American Association Higher Education Bulletin, 39(7): 3–7.
Cotes, S., Cotua, J. (2014) Using audience response systems during interactive lectures to promote active learning and conceptual understanding of stoichiometry, Journal of Chemical Education, 91: 673–677.
Faruk Khan, M.O., Deimling, M.J., Philip, A. (2011) Medicinal chemistry and the pharmacy curriculum. American Journal of Pharmacy Education, 75(8): Article 161.
General Pharmaceutical Council: Approval of courses (2014). http://www.pharmacyregulation.org/education/approval-courses. Accessed May 5, 2015.
Hall, M., Hanna, L.-A., Hanna, A., Hall. K. (2015) Associations between achievement goal orientations and academic performance among students at a UK pharmacy school. American Journal of Pharmacy Education, 79(5): Article 64.
Hattie, J.A.C. (2009) Visible Learning. A Synthesis of Over 800 Meta-analyses Relating to Achievement. London: Routledge.
Jesson, J.K., Langley, C.A., Wilson, K.A., Hatfield, K. (2006) Science or practice? UK undergraduate experiences and attitudes to the MPharm degree. Pharmacy World and Science, 28(5): 278–283.
Prescott, J., Wilson, S.E., Wan, K.W. (2014) Pharmacy students’ perceptions of natural science and mathematics subjects. American Journal of Pharmacy Education, 78(6): Article 118.
Roche, V.F., Davis, P.J., Pankaskie, M.C., Currie, B.L., Roche, E.B., Sindelar, R.D., Wynn, J.E., Zito, S.W. (2000) The status of chemistry content in the professional pharmacy curriculum: Results of a national survey. American Journal of Pharmacy Education, 64(3): 239–250.
Roche, V.F., Alsharif, N.Z. (2002) Stayin' alive: advancing medicinal chemistry by enhancing student responsibility for learning. American Journal of Pharmacy Education, 66(3): 319–328.
Savvidou, C. (2013) ‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion. Technology, Pedagogy and Education, 22(2): 193–211.
Stokes, G., Whiteside, D. (1984) One Brain: Dyslexic Learning Correction and Brain Integration. Burbank, CA: Three In One Concepts.
Tomory, A., Watson, S.L. (2015) Flipped classrooms for advanced science courses. Journal of Science Education and Technology, 24(6): 875–888.
