Undergraduate pharmacy students' perceived learning using a team-based debate approach

Abstract

IntroductionCurrently, teaching and learning in higher institutions is moving away from traditional didactic lecture-based learning towards student-centered learning. The objectives of this study were to implement a team debate as a method of teaching and learning about pharmacy regulatory issues, and evaluate students' perceptions of a team debate. MethodsThis was a pre-and post-study with a validated 11-item online questionnaire. Data were summarized using descriptive statistics (frequencies, means, standard deviations, and percentages), while paired sample t-test was used to compare pre- and post-study mean scores of the survey items. P values < .05 were taken to be statistically significant. ResultsOne hundred and forty-two students enrolled in a mandatory “Pharmacy Regulation and Control” course at a Nigerian University during the 2020 academic year participated in the study. The average age of the participants was 25.56 ± 2.96 years (Range = 20–38 years), and the majority were males (n = 99, 69.7%). All the questionnaire items and the total score improved significantly (P < .05) after the group debate exercise. ConclusionThe study shows that team debate was well received by the participants and demonstrates that incorporation of team-based debate into a didactic style course improved student's self-perceived learning. Thus, it is recommended that pharmacy educators in Nigeria should consider incorporating team debate to complement didactic teaching to enhance learning.