To Sir with Love! Students Feedback from an Immunology Course.

Abstract

Abstract Students are obligated to write reviews and evaluate both their courses as well as their teachers at the end of the semester in anonymous surveys. The response rates from students have been continuously on decline as reported by third party evaluation companies. This has resulted in both failure of the purpose of evaluations as well as validity and statistical significance of these responses. We provided a non-binding, open and forum-like tool to get the perceptions and trends from Chicago State University College of Pharmacy students. Anonymous survey was sent using google form at the end of an Immunology course being offered to year-2 pharmacy students. Data from 29 respondents were collected and most significant results are summarized. When asked about their learning style; 45% loved traditional PowerPoint presentations as compared to 7% recorded lectures, 10% made their own notes, 3% were small group learners, while 31% solely relied on studying practice tests. When asked about the use of YouTube; 62% preferred random searches while 39% found Khan Academy videos as very useful. When asked about major barrier in learning Immunology; 38% reported test anxiety, 14% personal issues, 10% overwhelmed with curriculum, and 7% cited lack of motivation. In response to assessment questions, 92% students suggested that Instructors should not have more than 60 questions in 2-hour exam. Regarding exam question types, 90% preferred MCQs, 7% Essay, 14% Case-based, and 31% True/False. Following a 16-week, 2-credit course of Immunology, 54% got motivated to do research in Immunology. When asked about overall sentiments after taking a first course in Immunology. The unanimous response was that they all felt as if they were taking a course in a foreign language.