ArticleAmerican journal of pharmaceutical education2013
Student preferences regarding teaching methods in a drug-induced diseases and clinical toxicology course.
Article in American journal of pharmaceutical education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Improving medical student recruitment into neurosurgery through teaching reform.BMC medical education · 2022Trial
- A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.American journal of pharmaceutical education · 2017Article
- Active learning should not be one-size-fits-all for foundation knowledge courses.American journal of pharmaceutical education · 2014Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesTo determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases.
designThree teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students' perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students' perceptions of various teaching methods. ASSESSMENT: The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students' survey responses and examination performance.
conclusionsStudents preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.