Undergraduate Pharmacy Student Perceptions of Tutorial in a Pharmacology of Antibiotics Course

ABSTRACT

Introduction: This study aims at introducing a modified tutorial activity as part of learning and teaching activity in pharmacology of antibiotic course and collecting student perceptions about this tutorial. Methods: A total of 163 students were divided into smaller groups consist of 13-14 student per group. Tutorial questions were given a week before the face to face session with their tutor. Students answered 2 sets of tutorial questions and attended 2 face to face tutorial sessions before their midterm examination. An online survey was administered to collect student perceptions about the activity anonymously after the student received their midterm examination results. All students participated in the online survey. Results: Overall, students reported that the earlier given tutorial questions and interaction with tutor during face to face session enhance learning experiences and led to a better understanding of the fundamental concepts. This encouraged students to prepare for the midterm and final examination. Conclusion: The tutorials were activities that motivated students to acquire knowledge through a readiness of self-directing learning that improved student understanding of the course material.

KEYWORDS

• Pharmacy education
• Face-to-face tutorial
• Active learning
• Guided learning
• Pedagogy

Showing references and in-text citations exactly as published.

• DOI10.5530/ijper.53.4.126Copy

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