Table 2 Students’ mapping of the biomedical literature evaluation skills – evaluating the delivery methods in PHA 421, 557 and 570. (percentages for answering either ‘agree’ or ‘strongly agree’)
From: Mapping of the biomedical literature evaluation competencies based on pharmacy students’ feedback
PHA421 (n = 68) N (%) | PHA557 (n = 72) | PHA570 (n = 38) | |
|---|---|---|---|
In-Class Team-Work Learning Activities: | |||
Number of class hours spend preparing me to critically analyze PEa/clinical trials were adequate | 23 (34 %) | 58 (81 %) | -- |
In-class learning activities (on assignments) facilitated my learning of class materials | 54 (80 %) | 57 (79 %) | -- |
In-class learning activities helped me improve my progress in analyzing PE/clinical trials | 53 (78 %) | 66 (92 %) | -- |
In-class discussing articles in a small group setting helped reinforce course materials more than studying alone | 55 (81 %) | 64 (89 %) | -- |
In-class discussing articles increased my confidence in my knowledge for evaluating PE/clinical trials | 59 (86 %) | 66 (92 %) | -- |
Outside Class in Addition to In-Class Team-Work Learning Activities: | |||
In/out-side class team-work on assignments/article analysis increased my confidence in knowing how to analyze clinical/PE articles | 45 (66 %) | 61 (85 %) | 34 (89 %) |
In/out-side class team-work discussing/presenting article as presentation helped reinforce my ability to evaluate articles | 49 (72 %) | 61 (85 %) | 34 (89 %) |
In/out-side class team-work applying course materials on projects/assignments provided a less stressful learning environment | 49 (72 %) | 67 (93 %) | 31 (83 %) |
In/out-side class learning activities on assignments ‘in didactic courses’/working in the Library ‘in the experiential course’ were a waste of class time | 3 (5 %) | 4 (6 %) | 18 (48 %) |