title: Student preferences regarding teaching methods in a drug-induced diseases and clinical toxicology course.
abstract: OBJECTIVE
  To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases.
  
  
  METHODS
  Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students' perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students' perceptions of various teaching methods.
  
  
  RESULTS
  The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students' survey responses and examination performance.
  
  
  CONCLUSIONS
  Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method.
authors: Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, USA. Rivkin@fdu.edu
authors: Anastasia
authors: A
authors: Rivkin
authors: Suzanna
authors: S
authors: Gim
mesh_terms: D064419:Chemically-Induced Disorders; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D018794:Problem-Based Learning; D013663:Teaching; D014116:Toxicology
keywords: active learning; drug-induced diseases; instructional methods
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