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Evaluation of student perceptions of concept mapping activity in a didactic pharmaceutics course

Authors
Publisher
Elsevier Inc.
Volume
6
Issue
4
Identifiers
DOI: 10.1016/j.cptl.2014.04.014
Keywords
  • Pharmaceutics
  • Concept Map
  • Dosage Forms
  • Active Learning
Disciplines
  • Chemistry
  • Pharmacology

Abstract

Abstract Objective To incorporate a concept mapping assignment as an active learning strategy in a pharmaceutics course and evaluate student perceptions about this new activity. Design A total of 67 students were given an individual and group concept mapping assignments to analyze the interrelationships of physicochemical properties, formulation factors, and excipient requirements of a specific dosage form. A student satisfaction survey was administered to collect student perceptions about the activity anonymously. Assessment All students and student groups successfully completed concept maps based on the rubric provided by the faculty. A total of 46 students (69%) completed the satisfaction survey. Overall, students reported that the use of concept mapping improved their understanding of the course material. Conclusions The concept map assignment allowed students to visualize how different properties of individual dosage forms are interrelated. It is a useful tool for integrating instructional concepts in a pharmaceutics course and beyond. Concept maps enhance learning experiences and lead to a better understanding of the fundamental concepts.

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