Abstract
Pharmacology is a distinct discipline and offers core knowledge to broaden student programs in the provision of health care (medicine, nursing, pharmacy, and others) as well as research-oriented programs (biosciences and biomedical). Therefore, knowledge and information on topics such as prescribing medication, drug interactions, dosage adjustments, and the correct drug dose calculation for medicine are essential for preventing and reducing medication errors, which is a key element in patient safety. Recently, many institutions have been trying to enhance their quality of teaching, as students demand support and success in their studies. Pharmacology is a highly challenging interdisciplinary topic, and requires a huge effort from both educators and students to achieve the best outcomes. Therefore, creating an effective environment to support students’ learning in pharmacology courses is essential to improving students’ engagement, success and learning outcomes. In recent decades, the landscape of education has changed, and distance learning has skyrocketed. This manuscript intends to discuss and highlight the importance of student engagement in higher education in pharmacology courses. Additionally, this paper spotlights and presents a review of recent studies focusing on student engagement in pharmacology courses and possible methods for enhancing and inspiring student engagement in pharmacology courses.
Highlights
Many universities, faculties, institutions and educators in all disciplines have been trying to enhance their quality of teaching as students demand support and success in their studies
Pharmacology is essential for students in health care disciplines who are looking to establish themselves in improving patient care, which has become a priority for all health care providers, and for those who have a particular interest in improving drug therapy and making it safe for the patients’ benefit
The three parts, which take place both outside and inside the classroom, include (1) fostering community engagement and citizenship by encouraging first-year students to volunteer in the local community, (2) offering a variety of courses and extracurricular activities to foster service learning and volunteering, and lastly (3) offering first-year students the opportunity to register for an interdisciplinary course taught in a small-group format, including enquiry-based learning (EBL) and problem-based learning (PBL)
Summary
Many universities, faculties, institutions and educators in all disciplines have been trying to enhance their quality of teaching as students demand support and success in their studies. The three parts, which take place both outside and inside the classroom, include (1) fostering community engagement and citizenship by encouraging first-year students to volunteer in the local community, (2) offering a variety of courses and extracurricular activities to foster service learning and volunteering, and lastly (3) offering first-year students the opportunity to register for an interdisciplinary course taught in a small-group format, including enquiry-based learning (EBL) and problem-based learning (PBL) Those who participated in these two types of group performed better than those who did not [20]. It is suggested that students who engage in the three strategy parts in their first year of university studies seem to develop skills which improve their ability to learn, and were encouraged to become more involved with the community, which altered the pattern of access to learning sources With this said, the students achieved better retention, better satisfaction and better academic performance, in both qualitative and quantitative terms [20]
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