Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process

Shahba, Ahmad Abdul-Wahhab; Sales, Ibrahim

doi:10.1016/j.jsps.2021.09.011

Cited by 6 publications

(9 citation statements)

References 25 publications

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“…The post-tests were very useful in helping students to understand the most important information and motivating them to focus during the lecture ( Table 3 ). Similarly, several previous studies showed positive educational outcomes of “End of class” (post-lecture) tests in significantly increasing average exam scores [ 48 ], encouraging student introspection related to their personal comprehension [ 49 , 50 ], as well as improvements in student course satisfaction [ 51 ].…”

Section: Discussionmentioning

confidence: 71%

“…The high percentage and similarities in student attendance and scores are indications that both PICkLE and iFEEL activities are non-inferior to each other and can be an alternative to the standard didactic lectures as a part of either live or distant learning courses. A recent study also concluded that a non-significant increase in student exam scores when comparing two different active learning activities is a positive indication that both strategies are equally effective in enhancing student learning and understanding as an alternative to traditional lectures [ 50 ]. Moreover, mean post-test scores were non-significantly higher in the iFEEL activity compared to pre-pandemic live PICkLE.…”

Section: Discussionmentioning

confidence: 99%

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Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Shahba

Alashban

Sales

et al. 2022

IJERPH

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Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018–2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Shahba

Alashban

Sales

et al. 2022

IJERPH

Self Cite

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“…The surveys were designed using Google Forms ® and the survey link was sent by email to students [27]. Two reminders were subsequently sent to the students to encourage their participation.…”

Section: Questionnaires To Evaluate Student's Perceptions Of Srsmentioning

confidence: 99%

The Impact of Student Response Systems (SRS) on Student Achievements: A University-Scale Study with Deep Exploratory Data Analysis (EDA)

Shahba

Soufan

Altwijri

et al. 2023

Systems

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The integration of Student Response Systems (SRSs) into classroom teaching is a pioneering progression in social sciences research that has shown potential in boosting student engagement and elevating academic success. However, no extensive study has examined the impact of its use on academic achievement within a sizable number of students of diverse cofactors, such as scientific discipline and study levels. The current study aims to conduct a comprehensive score analysis investigating the effect of SRS use on academic performance. It involved a total of 6047 male and female undergraduate students from four scientific disciplines, seven colleges, four campuses, and 13 courses covering all study levels within King Saud University. The student’s scores along with their attributes were anonymously collected from the university system. A voluntary anonymous survey was distributed to collect students’ perceptions of SRS along with their personal attributes, such as learning style, and class interaction preferences. Upon data collection, the Python programming language was exclusively implemented for comprehensive data analysis including grouping, validation, random sampling, visualization, and statistical analysis. The overall score analysis study showed a non-significant effect of SRS use on student scores compared to the control (non-SRS) group, while the survey findings proved a significant enhancement of students’ scores (in courses that utilized SRS) compared to their overall GPA. In addition, the differential score and survey analysis within various study subcategories showed significant positive effects in certain subcategories, particularly science and community colleges, and four of their representative courses. SRS showed higher levels of overall student satisfaction (average—4.4/5.0), yet it was also significantly influenced by scientific discipline, preferred interaction methods, and study levels. Overall, SRS provides a highly engaging tool with excellent student acceptance and potential academic performance enhancement.

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“…All surveys were created using Google Forms ® and the survey links were sent by email to the faculty member so that he/she completes the faculty survey and forward the students survey to his students encouraging them to complete it [5].…”

Section: Questionnaires To Evaluate Student's and Faculty's Perceptionsmentioning

confidence: 99%

“…With the advancement of technology and its availability, it has become necessary to use it to solve problems related to education, particularly the introduction of an interactive classroom in which the student is the main focus and is given the time and opportunity to participate and interact with the scientific material presented. The continuous development of modern teaching methods, by teachers, is vital to enhance learning, including the involvement of students in the educational process and the use of modern and more effective teaching techniques during lectures [5,6].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom

et al. 2022

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Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at King Saud University were encouraged to join a university-scale educational project that involve utilizing SRSs within their classes. From Fall 2016 to Fall 2019, a total of 371 faculty members and 19,746 students were enrolled in the current study. By the end of each semester, faculty and student satisfaction surveys were distributed to evaluate their perceptions of using SRS in the class. The faculty members’ and students’ response rates were 75.7% and 38.1%, respectively, and represented 18 different colleges from different disciplines within the university. Furthermore, the study covered a wide range of study levels for bachelor’s degrees ranging from levels 1–10. The study demographics showed that 60% of the total participating faculty members and 64% of students were females. Interestingly, the majority of participating faculty members (40%) and students (44%) belong to health colleges. Among the most beneficial effects of using SRSs, is that it increased the interaction, focus, and participation of students in the lecture and stimulated their desire to attend and prepare for the lecture. It also helped the faculty members to improve their teaching strategies and enabled them to know the weaknesses or strengths of students, which in turn led to the improvement of the entire educational process. The majority of faculty members as well as the students recommend applying it in other courses and future semesters. These findings were generally consistent over the whole studied seven semesters. SRSs offer a potential tool to improve faculty teaching practices, enhance student engagement, and achieve sustainable learning development among different disciplines.

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Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process

Cited by 6 publications

References 25 publications

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

The Impact of Student Response Systems (SRS) on Student Achievements: A University-Scale Study with Deep Exploratory Data Analysis (EDA)

The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom

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