Pharmacy students' perception of learning and satisfaction with various active learning exercises

Amulya Tatachar, Feiming Li, Caitlin M. Gibson, Carol Kominski

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


Objective: To evaluate pharmacy students' perceptions of learning and satisfaction related to eight active learning exercises. Methods: Eight active learning exercises were implemented in class recitation sessions. Students completed anonymous surveys in an introductory session to identify interests, goals, strengths, and weaknesses, as well as at the course's end to assess perceptions of learning and satisfaction with each active learning exercise. Results: All students (n = 76) responded to both surveys. Students consistently ranked exercises, in which they created, answered, rated, and commented on multiple-choice questions (PeerWise) or answered factual questions in a Jeopardy-like format highest both for accomplishment of their learning goals and for satisfaction or enjoyment. Comments supported data from the rankings. Conclusions: Students, overall, enjoyed the variety of active learning exercises. Active learning exercises such as PeerWiseTM and Jeopardy appeared to be particularly effective in fostering student learning, satisfaction, and interest in further engagement.

Original languageEnglish
Pages (from-to)577-583
Number of pages7
JournalCurrents in Pharmacy Teaching and Learning
Issue number4
StatePublished - 1 Jul 2016


  • Active learning
  • Pharmacy education
  • Student perception


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