Currents in pharmacy teaching & learning · 2025
Peer-assisted learning to enhance pharmacy students' understanding of drug discovery in a conflict-affected setting.
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Ibrahim Samah S, Hamad Sara K, Shabo Eiman M, Osman Ragdah A, Omer Naba O, Ali Noran K, Elkheir Lamis Y M, Yousef Bashir A
Аннотация
BACKGROUND: Drug discovery is a complex, multidisciplinary process that requires pharmacy graduates to be effective analytical, teamwork-oriented, and problem-solving individuals. Traditional teaching approaches have shortcomings in enabling students to learn such skills, particularly in resource-limited or disrupted educational settings.
OBJECTIVE: The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.
METHODS: A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired t-tests and ANOVA.
RESULTS: Post-test scores showed an improvement (mean increase = 3.62; p < .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.
CONCLUSION: PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.
OBJECTIVE: The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.
METHODS: A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired t-tests and ANOVA.
RESULTS: Post-test scores showed an improvement (mean increase = 3.62; p < .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.
CONCLUSION: PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.