Comparing Evidence-Based Learning Methods in a Self-Care Therapeutics Classroom

Abstract

Objectives: The objectives of this study were to examine how teaching using case study or role play affects the retention rate of the material being taught in the form of test scores, as well as to assess which teaching styles students prefer. Methods: This study was a dependent groups design. One group was the case study activity and the other group was the role play activity. All students received both interventions. 106 subjects participated in the study and were second year pharmacy students at the University of Arizona College of Pharmacy who were enrolled in the Self Care Therapeutics course on either the Tucson or Phoenix campus. Data was collected from the final exam on the number of correct answers for topics taught using the two teaching methods. A survey was also administered during class time to record student satisfaction with the activity. The data was analyzed using a paired t-test and an alpha level of 0.05. Results: Case study questions were answered correctly on the final exam 83.7% of the time while role play questions were answered correctly 89% of the time. This produced a p-value of 0.057 with no statistically significant difference between the two groups. Case study activities scored higher in survey responses regarding student satisfaction with a statistically significant p-value of 0.027. Conclusions: In conclusion, case study and role play learning strategies did not produce statistically significant difference in test scores. Students responded significantly more positively to case study activities than role play activities.