Student evaluation of coursework for pharmaceutical technology modules

Abstract

A poster presentation regarding student evaluation of coursework for pharmaceutical technology modules. Introduction: A class presentation related to a real case scenario was introduced in two study units related to pharmaceutical production processes of the Pharmaceutical Technology course. The study units are dedicated to production and operations management and active pharmaceutical ingredient manufacturing. This coursework was introduced to increase students’ participation during lectures and to improve the understanding of the concepts acquired during lectures. Aims: To evaluate the students’ perception towards the introduction of student presentations as part of the learning method.

Introduction: A class presentation related to a real case scenario was introduced in two study units related to pharmaceutical production processes to increase student participation during lectures1. This study aimed to evaluate students’ perception towards the developed presentations. Material and Method: A self-administered questionnaire was disseminated to students after the presentations were held. The questionnaire consisted of seven closed-ended questions using a 5-point Likert scale, ranging from strongly agree to strongly disagree, and two open-ended questions. The close-ended questions evaluated the tasks performed and skills developed. The time allocated for each session and whether the experience helped for future presentations were also evaluated. In the open-ended questions students were asked to state which part of the task they enjoyed doing the most and if they have further suggestions for future presentations. Results: Six out of ten students following the module answered the questionnaire. Five agreed that the assigned task reflected material covered during lectures and four agreed that the exercise helped them to understand lectures better. Four agreed that the exercise stimulated them to learn more about the subject. All participants agreed that their presentation skills were improved. The majority agreed that their confidence was improved (n=4), are better prepared for future presentations (n=5) and that the time allocated was suitable (n=5). The presentation (n=3) and research part (n=2) were rated as being the most enjoyable task. One student suggested including more assignments in the course. Conclusions: The presentations were positively received by students. The tasks given stimulated students to learn more and understand better the theory presented during lectures. Skills developed will help students in their future professional career.