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Impact of Novel Active-Learning Approaches Through iBooks and Gamification in a Reformatted Pharmacy Course. | LitMetric

AI Article Synopsis

  • The study compared pharmacy students’ performance and evaluations in a traditional nonprescription products course versus a new, tech-driven course utilizing innovative teaching methods like gamification and iBooks.
  • Students in the traditional course generally scored better in several exam categories, while the new course showed improved performance in some areas.
  • Overall course satisfaction was high in both groups, indicating that while immediate improvements in exam scores may not be evident, students appreciated the new teaching techniques.

Article Abstract

To compare pharmacy students' assessment and evaluation ratings of a newly formatted nonprescription products course that used innovative technology and gaming to that for a traditional nonprescription products course. Examination scores and course evaluations of students who completed the traditional course on nonprescription products were analyzed and compared with those of students who completed a revised course on nonprescription products that used teaching techniques in educational technology. Students in the traditional course significantly outperformed those in the comparator group in eight nonprescription categories on examinations, while students in the new course significantly outperformed those in the comparator group in four categories. Students in the new course outperformed those in the traditional course in two additional examination categories, however these were not significant. Almost all students in both courses agreed or strongly agreed with each course evaluation item, including those items where use of gamification and iBooks were most likely considered. Improvements in student examination performance and course satisfaction may not be immediately seen in a course in which new teaching techniques using educational technology including gamification and iBooks are introduced.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6498195PMC
http://dx.doi.org/10.5688/ajpe6606DOI Listing

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