An evaluation of student response to changes in pharmacology teaching and delivery at an Egyptian School of Pharmacy


  • David Mottram School of Pharmacy and Chemistry, Liverpool John Moores University, Liverpool L33AF, UK
  • El-Sayed E. El-Awady Department of Pharmacology & Toxicology, Faculty of Pharmacy, Suez Canal University, Ismailiya, Egypt
  • Stephen Moss Department of Pharmacy and Pharmacology, University of Bath, Bath BA 2 7AY, UK
  • James O'Donnell Pharmacology Department, School of Medicine, National University of Ireland, Galway, Ireland


Computer-assisted-learning, curriculum, pharmacology, pharmacy, student evaluation


This study was designed to evaluate changes in student learning patterns and opinions following curricular and delivery changes to the pharmacology course at Suez Canal University (SCU).
A structured questionnaire was administered to final year students, including elements from a previous baseline questionnaire. Students still valued the traditional teaching methods. Their preference for using lecture handouts or their own notes for their learning was undiminished. However, the general increase in students’ use of alternative learning resources reflected an increase in self-directed learning. Lectures were perceived to be the least demanding mode of learning. Newer practical classes provided a stimulating, interactive method to re-enforce lecture material. A large majority of students found computer-assisted learning (CAL), overall, to be a useful additional mode of learning and was beginning to be seen by many students as a viable alternative method of learning.
There were lessons to be learned for future curriculum development including evidence that students are adopting a more self-directed approach to their learning.


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Research Article