Impact of using debates in a pharmacoeconomic course on students’ self-reported perceptions of skills acquired

Abstract

Objective: To explore the impact of debates on students’ perceptions of their (i) ability to read and critically appraise pharmacoeconomic literature and (ii) confidence in synthesising evidence, reaching a decision, and communicating it effectively. Methods: 77 pharmacoeconomics course students participated in a debate exercise: one team for adding a medication to a formulary and the other against adding. The self-reported perceptions of skills acquired were evaluated via pre- and post-debate questionnaires. Results: 48 participants completed the pre- and post-debate questionnaires, and 60 completed the perceptions toward the debate activity questionnaire. The number of students who rated their ability to meet course learning objectives as excellent increased significantly after the debate. Also, the students’ perceptions of their confidence in making a decision, critically analysing evidence, and communicating their arguments improved after the debate exercise. Conclusions: The debate approach is an effective teaching method that can improve students’ perceptions of skills acquired.

Using classroom debates to elicit views on educational reforms

“…The debate strategy employed in this study also generated deep and thoughtful comments from participants intimating two things: (1) they had developed a solid understanding of the issues via collectively engaging with their learning partners (see Fauzan, 2016;Mahmood et al, 2011;Onen, 2016) and (2) the debate seemed to provide a rigorous learning environment where students could assume responsibility for their own learning (see Lea et al, 2003;O'Neill & McMahon, 2005;Onen, 2016). Alaqeel et al (2021) also found that debating improved Saudi female students' perceptions of their confidence in reasoning and communicating their arguments.…”

“…, 2003; O’Neill & McMahon, 2005; Onen, 2016). Alaqeel et al . (2021) also found that debating improved Saudi female students’ perceptions of their confidence in reasoning and communicating their arguments.…”

“…This lacuna is slowly changing. In a recent study about using debates at Saudi universities, Alaqeel, Alghamdi, Balkhi, Almazrou, and Alaujan (2021) reported that male and female students’ perceptions of their confidence in reasoning and communicating their arguments improved after participating in an in-class debate.…”

Evaluating the Group Debate Activity as a Student-Centered Approach in Microbiology Course for PharmD Students: An Observational Study

“…This positive outcome was also deduced from the self-reflection clause in the post-debate questionnaire, which is a common method for assessing the positivity of such activities. 6 , 15 , 21 Some of the students’ response demonstrated considerable empirical evidence that their abilities to review medical information, formulate an argument and work as part of a team improved greatly during the preparation for the debate as well as during the session.…”

“… 24–26 Pharmacy students responded positively when using debate as a teaching tool for improving communication skills, teamwork, critical evaluation of the literature and a better understanding of controversial issues. 6 , 21 …”