In the present article, the reorientation of a fourth-semester physiology course for pharmacy students is described. The motivation for the introduction of changes was to prepare the students to not only assimilate facts but to learn and understand how to integrate and apply them. The article considers how this reorganization was received by the students in both subjective and objective terms. Specifically, we investigate whether our changes resulted in both an enhanced learning experience and improved learning success. The following changes were introduced to the course: first, we integrated either experimental, computer-based teaching modules or case studies in five of the eight course units to give the students the opportunity to gain more hands-on experience; second, we organized regular meetings to enhance communication among the course tutors; and finally, we increased the pass mark for the entrance exam to the course from 50% to 60%. Student opinion was evaluated by means of a questionnaire that was distributed at the end of each course semester throughout the three-semester evaluation period (summer 2008, winter 2008/2009, and summer 2009). The students gave convincing positive feedback concerning the efficacy of the changes in both quantitative and qualitative terms. Moreover, their learning success improved significantly in objective terms as evidenced by enhanced final and State exam performance.


  • Education > General

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    Education,NSDL,NSDL_SetSpec_BEN,oai:nsdl.org:2200/20110722024055332T,Curriculum development,Life Science,Tutorial or self-directed instruction,Physiology



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