Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes

Engaging Pharmacy Students in Interactive Life-Based Situations as the Basis for Teaching a Biochemistry Course

Objectives

Undergraduate pharmacy students have neither sufficient training on analyzing the role of biochemistry in actual-life situations nor on its effect on both health and disease. Therefore, we conducted this study to link the biochemistry course with actual-life situations and to encourage students to search for biochemistry answers for the health problems they face.

Methods

Students were randomized into different groups of three to five students. Every week, a group was asked to search the Internet for the most prevalent disease in their area associated with the biochemistry title studied. The group was asked to have an open discussion was their colleagues about a hot topic in life that is related to this subject. Finally, the group was asked to dig into social media for a current event that grabbed their attention in relation to this subject and write a short paragraph beyond the details. This scenario was repeated weekly using different student groups. The students’ opinion was collected before the conduction of the course and the end of the semester.

Results

The post-course questionnaire showed good improvement in the students’ ability to communicate effectively, conduct independent work, participate in active discussion, and solve problems. Overall, the students’ satisfaction was significantly elevated.

Conclusions

We have promoted a method to engage undergraduate students in linking biochemistry theories with real-life situations instead of just memorizing them. The new method improves the students' perception of biochemistry courses. Finally, it provides a promise of a new active learning strategy for undergraduate pharmacy students, which can be used widely to motivate students.