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Sanajou, et al. Int J Pharm 2016; 6(4): 1-12 ISSN 2249-1848
International Journal of Pharmacy
Journal Homepage: http://www.pharmascholars.com
Original Article CODEN: IJPNL6
Feedback of pharmacy students toward teaching-learning pharmacology in
Northern Cyprus
a* b c
Sonia SANAJOU , louai Mohammad ALSALOUMI , Bilgen BASGUT
a Faculty of Pharmacy, Eastern Mediterranean University, Northern Cyprus, Via Mersin 10,
Turkey
b Department of Pharmacology, Faculty of Pharmacy, Near East University, Northern Cyprus,
Via Mersin 10, Turkey
c Department of Pharmacology, Faculty of Pharmacy, Near East University, Northern Cyprus,
Via Mersin 10, Turkey
*Corresponding author e-mail: sanajou19@hotmail.com
Received on: 16-06-2016; Revised on: 13-07-2016; Accepted on: 20-07-2016
ABSTRACT
This study explores pharmacy students’ feedback on teaching–learning methods of pharmacology in faculties of
pharmacy in Northern Cyprus universities. 150 students randomly selected and participated by filling self-
administered questionnaires. The majority of participants were female and most of them were in the 4th year of their
study. The results showed that high percentage of students had good understanding and grasping of pharmacology
subjects in class, and the pharmacology is the most favored course in comparison with others. Moreover,
participants taught that pharmacology course will have most usage in their future pharmacy practice. It can be
concluded that the general attitude of students toward pharmacology were positive; however, some changes in
curriculum are still required in order to make the pharmacology courses more interesting.
Keywords: Pharmacology, student attitude, pharmacy students, learning, student feedback.
INTRODUCTON Student’s perceptions constitute effective
methodologies for improvement on teaching sciences
[9]
Pharmacology is the fundaments of rational like pharmacology in health related schools . This
therapeutics [1,2]. It is one of the most emerging kind of researches in undergraduate programs has
branches in pharmaceutical sciences. The primary begun as far as 19th century [10, 11]. Furthermore, the
goal of teaching pharmacology to undergraduate researches on feedback of students focused on
students can be contented if they know the subject subjects like learning outcomes, teaching and
with respect to recent progresses in this field. This assessment methodologies, academic staff and
[12]
needs progressive review and modifications in educational environment . Student’s ideas are an
teaching methodology and evaluation methods in accepted tool for reviewing teaching and assessment
pharmacology [1, 3]. of methods and developing new teaching
methodologies in undergraduate programs around the
Student assessments have become routine at most world [1, 3, 9, 13]. Moreover, student’s ideas are used to
colleges and universities. Data from many studies recognize which teaching methods they think will be
indicates that most universities and colleges around most effective to make it easier for them to learn
[14]
the world use student ratings of instruction as part of pharmacology conceptions . Medical students
their evaluation of teaching effectiveness [4, 5, 6, 7, 8]. noted that using problem stimulated learning in
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Sanajou, et al. Int J Pharm 2016; 6(4): 1-12 ISSN 2249-1848
pharmacology help them to understand the topics appropriate modifications were made in order to suit
better and help reasoning skills and prepare them for the questions well for pharmacy students. This
practical skills [15, 16, 17, 18, 19]. Rodriquez et al. research project was approved by Near East
reported that innovations in teaching methods of University ethics committee (YDU/2016/36-275).
pharmacology will improve the basic knowledge of The questionnaire was validated by doing a pilot
[20]
medical students . In another approach, it has been study among 30 students. The questionnaire was
suggested that integrated, multidisciplinary case consisting of 20 questions. 150 students randomly
based sessions, are valuable teaching and learning filled the questionnaire. The completed
[21]
tools in pharmacology . questionnaires were collected and analyzed by using
SPSS version 22. The descriptive analysis is done on
The results from a survey in Pharmacy faculty each question by using SPSS. Frequency was
showed that students need more emphasize on drug expressed by percentage. The Pearson Chi-square test
interactions, applied pharmacology and therapeutics, was used to assess any significant difference between
toxicology and pathology, furthermore, students percentages of frequency responses for each question.
[22]
asked for more clinical teaching . p< 0.05 was considered significant.
In research paper about teaching methods RESULTS AND DISCUSSION
pharmacology students preferred integrated, problem
and patient based teaching methods, also they It is very important to emphasize the academic need
emphasized that pharmacology is above all other of reviewing the teaching programs from time to time
courses, and more clinical pharmacology subjects and making adequate modifications, to keep pace
should be added to curriculum [23]. In a research with progress in the subject and to cope with the
[1]
conducted by Kuruvilla et al., it was suggested that requirements of the beneficiaries . Regarding the
subtends think using computer assisted learning with Figure 1, it is clear that the majority of students who
practical pharmacology will improve their cognitive participated in survey were female with just under
skills and help them understand the drug pathways in 80%. Moreover, around 80% of student’s parents
[24]
better ways . have worked in non-medical section and the rest have
worked in medical section.
The aim of teaching pharmacology can be achieved
only if students are well conversant with the subject As it can be seen from the Figure 2, we can say that
with respect to innovations in this course. This needs the most of students are Iranian (32%) meanwhile
continuous review and modifications methodology Cypriot students are in the second stage with only 8%
and evaluation methods in teaching pharmacology. differences. In the same time, Turkish students with
The primary objective of this study is to evaluate the 18% participation are in the next level. Without a
pharmacology teaching methods in Northern Cyprus. doubt, this survey was done between multicultural
Evaluation of teaching methods leads to improve students. It means that the answers will cover ideas of
student learning and helps lecturers to see if their people with different nationalities.
method was effective or not. This study focuses on
students’ feedback which is the most common used Based on the Figure 3, it is clear that Students from
source of information to assess and improve teaching 4th year were more eager and willing to participate in
rd
effectiveness. In addition, understanding current our research by 63%, 32% participated from 3 year
perceptions held by future pharmacists regarding and the rest participated from 5th year (5%). Results
pharmacology and its role in research and clinical of questionnaires’ analysis are shown in Table 1 and
practice is the secondary objective of this study. This will be discussed in the following paragraphs.
research is a step towards achieving the objectives by
evaluating the perception of students, feedback on Sixty-six students strongly agreed that pharmacology
teaching-learning methodology and assessment is their favorite subject meanwhile only three of them
methods in pharmacology. strongly disagreed and 24 students stayed neutral. It
is obvious that, the majority of students considered
MATERIAL AND METHOD pharmacology as a favorite subject. It is in contrast to
previous researches which are stated that
This cross-sectional study was done among pharmacy pharmacology is not one of the favorite topics (27,
students in Northern Cyprus who were in 3rd, 4th or 28). In addition, most of the students (34.0%) agreed
5th year of their studying. A standard questionnaire to be a pharmacologist meanwhile fewer than 30% of
was prepared according to previous studies which them stayed neutral. The number of students who
were done on medical schools [3, 23, 25, 26] and were agree or disagree to work as a pharmacologist
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Sanajou, et al. Int J Pharm 2016; 6(4): 1-12 ISSN 2249-1848
are in the same level around 15% and the rest were as 46.6% of students who were agree with this
strongly disagree to select pharmacology as their statement. Therefore, we can understand that student
future career. Thus, students’ attitude toward asked for more practical session on evaluating
becoming pharmacologist was found favorable which prescriptions written by other Health care professions
is at odds with Zgheib et. al researches. They stated in order to better understand the importance of
that students’ interests appear more biased towards rational usage of drugs and the cases that will lead to
clinical careers with prospective incomes far better irrational usage of medicine like polypharmacy,
than pharmacology careers [25]. abuse or disuse of medicines.
More than 82% of students agreed or strongly agreed The most number of students agreed that
that the subject will help them to use the drugs pharmacology teaching increase their capacity for
rationally in the future however only 6.8% of self-directed learning. There is not a great deal of
students were in the opposite site and the rest with difference between the number of neutral and
around 11% maintained neutral. The clinical strongly agree participants. In the same time there
pharmacology and therapeutics department at KIST only just under 7% opposed.
Medical College, Lalitpur, Nepal was carried out to
teach students to use necessary drugs rationally. Self-learning improves active learning and critical
Students were taught about necessary drugs, assessed thinking which in turn enhances self-reliance and in
prescribing according to WHO/INRUD prescribing this process instructors find an ability to manage their
indicators and picked the personal drug for a specific time adequately to augment skills and knowledge. In
illness condition. They also verified the addition, self-learning could be an enjoyable
appropriateness of the picked personal drug for a experience for students. Critical thinking promoting
specific patient and wrote the prescription. Moreover, development, communication, affording an avenue
they communicated drug and non-drug measures to for discovering misconceptions, promoting concept
control the condition with a simulated patient. In formation, growing motivation and cooperative
addition, students critically assessed medicine learning skills and values and attitudes are the mainly
advertisements, learned how to deal with clinical advantages of active learning methods. Some
problems and learned how to optimize time spent specialist recommended different types of puzzles
[30]
with medial representatives. They became familiar and interactive games as active learning methods
with independent sources of drug information. which create an interactive learning experience by
Finally, student opinion about the sessions was revolutionizing inactive learning materials into
[29]
collected previously and was positive . learning episodes where students are active
[30]
participants . Numerous studies have shown
Pharmacology lectures were interesting and effective application of active learning methodologies
stimulating for most of the pharmacy students who in teaching pharmacology courses to health science
[31]
were strongly agree (46.0%) or only agree (32.7%) students .
with this statement meanwhile the number of students
who are not interested in pharmacology lectures More than half of the students will pursue
accounted for just under 7% of students. From this, it pharmacology in post-graduate study which is at odds
can be concluded that lecturers’ abilities to present with Abdulghani and Al-Naggar researches who
pharmacology attract students. Showing videos about believed that students do not prefer pharmacology as
different illness symptoms and how a special drug a subject in post-graduate study probably due to
helps in relieving those symptoms, using case reports inadequate knowledge about this subject, which is
in classes and giving examples from real life are vital for booming careers in the clinical research and
[32]
fitting examples. pharmaceutical industries .
Around half of the students agreed that the As it can be seen from the Table 1, 45% of students
pharmacology subjects help them to develop problem thought that assessment system concentrates on
solving and logical reasoning skills moreover about ability to acquire facts rather than the development of
31% of them were strongly agree with it however problem solving skills, 9.4% opposed and 34.2%
6.7% of students were refuted it and the rest stayed responds neutrally. Considering the results, more
neutral. than half of the students think the assessment system
is fair; on the other hand, 20% of students disagreed
About one third of students strongly agreed that and 26% remained neutral. Although the assessment
practical session on coherence of prescription and system was transparent and obvious for 55% of
evaluation of drug advertisement are needed as well students, 36% maintained neutral and only 8.6% find
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Sanajou, et al. Int J Pharm 2016; 6(4): 1-12 ISSN 2249-1848
the assessment systems unclear. From these it can be valuable way for assessment preparation as they
[35]
concluded that the assessment system in Northern provided a large amount of course content .
Cypriot universities should be revised and reviewed.
Most of the students (72%) thought that When students were asked about methods which they
pharmacologist is expert therapeutic meanwhile, use for learning pharmacology, 77.3% said that they
25.3% maintained neutral and the rest refused it. As understood and have good grasping of subject in
profession in pharmacotherapy means that person is class; around 41% prefer study in groups and
responsible for ensuring the safe, appropriate and cramming the subject only compromise less than
economical use of drugs in patient care, so this 25% (Figure 6). This clearly shows that students had
person has responsibility for direct patient care and full concentration in classes, due to lecturers’ high
often functions as a member of multidisciplinary ability in creating interest in students about the
team and frequently the primary source of drug subject. Also students mentioned that group studying
information for other healthcare professionals. in exam periods is one of promising tools toward
success.
As the Figure 4 reveals, LCD presentation is the most
popular lecture presenting method (69.4%) among The students rated pharmacology above all other
students meanwhile there is not a great deal of subjects (69.7%) while some students believed that
difference between white/black board and overhead there is not a great deal of difference between
projector. Students favored to utilize LCD projection pharmacology and other subjects by around 32%.
due to its ability to provide many intricate diagrams, Following Figure 7 we can conclude that
figures or specific topics could be shown by pharmacology subject is the most favorite subject
screening videos such as demonstrating action of among all other subjects in pharmacy courses. This
drug on receptor. Furthermore, the majority of statement can be evidence by question number 1 in
students preferred combination of these three Table 1.
methods due to improve on learning quality.
Combination of all these teaching tools give the When the students were asked about the methods to
students a chance to participate more in class and make pharmacology teaching more interesting, about
help them improve their logical reasoning skills and 57.0% students suggested addition of problem-based
problem solving skills. For example, the lecturer can learning in conventional teaching and 35.6%
draw the organ working system while presenting a preferred microteaching sessions and 48.3%
drug effect on that organ so the students will get mentioned integrated teaching (Figure 8). Team-
better idea of the mechanism. based learning (TBL) technique in pharmacology and
clinical pharmacology courses were effective and
Regarding the Figure 5, we can say that most of the improved formulary development and prescription
students prefer lectures and active learning session. writing. TBL is a student centered, problem based
The former one account for around 72% and the latter method to learning that promotes learning and team
one constitutes for 65.8% but the rest is considered work together with maintaining individual
for less than 50%. The utilize of short movie accountability [25, 36]. This is also proven with many
references in the period of pharmacology course, as a studies illustrating that TBL results in higher test
means of active learning, leads to students relate the scores when compared to case-based group
theory to practice. Students are also excited to discussions or traditional lecturing in pathology,
[25]
participate in the class and it can be used as a psychiatry and anatomy courses Problem-based
sectioning break to keep students motivated during learning (PBL) embraces an educational theory
[33] [9]
the lecture . Other researchers ranked seminars intended for improving the personal learning qualities
lowest among teaching methods. exemplifies self-motivation, life-long learning,
professional behavior, active learning, critical
[34]
Brunton et al. illustrated the clinical seminars thinking, effective communication and collaborative
popularity among students in restorative dentistry. team work sprite of the students, via the feedback on
[37]
This should be adopted in pharmacology where the group learning process . PBL stresses
seminars relating to treatment planning of specific instructor-directed, interdisciplinary self-learning
illness could be organized. More than seventy percent organized around patient problems and tried to
of students preferred being taught by instructors develop skills under cognitive/intellectual,
however in researches conducted with dental and affective/communication and psychomotor/practical
medical students the popularity decreased to less than domains. Moreover, it assists the students to
[9]
11% . In a similar way, Gerzina et al. concluded understand and develop interest in the
that lectures were ranked very highly by students as a multidisciplinary/need based curricula and rational
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