title: Cooperative learning with role play in Chinese pharmacology education.
abstract: BACKGROUND
  Cooperative learning (CL) and role play are both efficient educational tools for enhancing Chinese student active learning and communication skills.
  
  
  OBJECTIVE
  This study was designed to obtain student feedback on the format of CL together with role play in the study of pharmacology in Chinese pharmaceutical undergraduates.
  
  
  METHODS
  CL was used in the self-study of new drugs used clinically but neglected in textbook and class teaching, so that groups of students were assigned to become "specialists" in one area of new drugs. Then, these "specialists" taught their new-found knowledge to other groups in role play approach involving an interaction between the pharmacist and a patient. Student perceptions of CL together with role play were examined using an eight-item survey instrument.
  
  
  RESULTS
  Students were satisfied with CL together with role play. Majority of the students believed this teaching method enhanced their learning experience, made them gain more pharmacological expertise, increased the awareness of their career in future and self-educational abilities, and fostered their cooperation spirit and confidence. The materials on CL and role play were also believed pertinent. Only 63.4-76.5% and 63.1-37.3% of the students thought "CL and role-play were very funny" and "I felt very relaxed during CL together with role-play", respectively.
  
  
  CONCLUSIONS
  CL together with role play is an efficient educational tool for enhancing student active-learning and communication skills. But Chinese students will take some time to adapt to this new teaching method.
authors.affiliation: Department of Pharmacology, College of Medicine, Wuhan University of Science and Technology, Wuhan - 430065, China.
authors.forename: Jun
authors.initials: J
authors.lastname: Wang
authors.forename: Xiamin
authors.initials: X
authors.lastname: Hu
authors.forename: Jinglei
authors.initials: J
authors.lastname: Xi