Berglind Eva Benediktsdóttir and Elvar Örn Viktorsson
Teaching strategies in the Faculty of Pharmaceutical Sciences have shifted in the past 5-8 years, from large summative assessments to a combination of formative and summative assessments throughout the course. Accelerated teaching is also becoming more common. However, the effect of these changes on the students’ learning environment has not been assessed. This study aims to determine the students’ perceptions regarding these changes.
Both BS and MS students in the Pharmacy program were interviewed in separate focus groups (n = 5 and n = 4 respectively), the interviews were transcribed, and thematically analyzed. Review from the University of Iceland Science Ethics Committee was obtained before the start of this research. Students’ participation was voluntary.
Students responded positively to the combination of formative and summative assessments, finding that more assignments helped them stay on track. The final exam aided in summarizing and retaining course material. They also appreciated the accelerated teaching format for keeping pace and connecting core concepts efficiently. However, they noted this format might be unsuitable for heavy course loads and that one-week for 1-2 ECTS courses was insufficient for comprehensive understanding.
Based on the positive response from students, it can be inferred that these new teaching strategies have enhanced their learning experience. These results will guide questionnaire development to evaluate the impact of these changes on students’ stress levels and well-being for BS and MS Pharmacy students.
