Methods of instruction in the National University: Preferences, opinions, and students' perception (2014-2015)

Abstract

Background: The methods of instruction in pharmacy education are crucial and are meant to suit the professional development and encompass the advanced variety of services and functions provided by the pharmacists to serve individual patients. The aim of this study was to determine the students' opinions on the adopted and preferred methods of instruction in Pharmacy College in National University, - Sudan. Method: A questionnaire was distributed to 166 pharmacy students, who belonged from the second to fifth year batches. All retrieved questionnaires were analyzed. Results: Interactive lecturing was dominant (51%). The preferred language of instruction was combined English and Arabic (71%). A cocktail of traditional and electronic aids was used and was the preferred lecture delivery method (73.5%). Surprisingly, only (15.6%) agreed that attending lectures improves understanding and final grades and this synchronized with their opinion in the lecturers because their lectures are not clearly outlined or presented in an easy way and even they are not concerned with their understanding and participating in the lectures. Block system is the preferable system by 76% of students, based on its characteristics and unexpectedly they preferred to be examined by the end of the block and not by the end of the semester (76.5% vs. 23.5%), respectively. About 55.4% of students agreed that problem-based learning (PBL) is very useful and skill-gaining technique, whereas 27.8% disagreed and 16.9% were neutral. Majority of students (144 [86.7%]) confirmed that tutorials are useful learning methods. Involvement of PBL and tutorials should be expanded. About 70% of students disagreed that they depend on handouts in studying and 63.2% of them use references. Conclusion: Adopting an interactive method of lecturing will enable an active role of students in the learning process. Selecting bilingual type of instruction media enhances the knowledge as well as attracting students' contribution. Application of intellectual and entertainment activities to the curriculum helps in motivation and increases the durability of the block system pressure.