Aburahma Mona Hassan
Department of Pharmaceutics and Industrial Pharmacy, Faculty of Pharmacy, Cairo University, Kasr El-Aini Street, Cairo 11562, Egypt.
Pharmacy (Basel). 2015 Jul 27;3(3):89-100. doi: 10.3390/pharmacy3030089.
Like most of the pharmacy colleges in developing countries with high population growth, public pharmacy colleges in Egypt are experiencing a significant increase in students' enrollment annually due to the large youth population, accompanied with the keenness of students to join pharmacy colleges as a step to a better future career. In this context, large lectures represent a popular approach for teaching the students as economic and logistic constraints prevent splitting them into smaller groups. Nevertheless, the impact of large lectures in relation to student learning has been widely questioned due to their educational limitations, which are related to the passive role the students maintain in lectures. Despite the reported feebleness underlying large lectures and lecturing in general, large lectures will likely continue to be taught in the same format in these countries. Accordingly, to soften the negative impacts of large lectures, this article describes a simple and feasible 5-step paper-based model to transform lectures from a passive information delivery space into an active learning environment. This model mainly suits educational establishments with financial constraints, nevertheless, it can be applied in lectures presented in any educational environment to improve active participation of students. The components and the expected advantages of employing the 5-step paper-based model in large lectures as well as its limitations and ways to overcome them are presented briefly. The impact of applying this model on students' engagement and learning is currently being investigated.
与大多数人口增长迅速的发展中国家的药学院一样，由于年轻人口众多，埃及的公立药学院每年的学生入学人数都在大幅增加，同时学生们热衷于加入药学院，将其作为迈向更美好未来职业的一步。在这种情况下，由于经济和后勤方面的限制，无法将学生分成更小的小组，大课成为一种受青睐的教学方式。然而，大课对学生学习的影响因其教育局限性而受到广泛质疑，这些局限性与学生在课堂上的被动角色有关。尽管普遍认为大课及一般的讲座存在不足，但在这些国家，大课可能仍会以相同的形式继续进行。因此，为了减轻大课的负面影响，本文介绍了一种简单可行的五步纸质模型，将讲座从被动的信息传递空间转变为主动学习环境。该模型主要适用于有经济限制的教育机构，不过，它也可应用于任何教育环境中的讲座，以提高学生的积极参与度。本文简要介绍了在大课中采用五步纸质模型的组成部分、预期优势、局限性以及克服这些局限性的方法。目前正在研究应用该模型对学生参与度和学习的影响。
