Mengesha Assefa Kebad, Beyna Alemante Tafese, Chanie Gashaw Sisay, Taye Wagaye Atalay, Alemayehu Tekletsadik Tekleslassie, Bizuneh Gizachew Kassahun, Aragie Yonas Sisay, Geremew Gebremariam Wulie, Ayele Habtamu Semagne
Department of Pharmacology, School of Pharmacy, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
Department of Clinical Pharmacy, School of Pharmacy, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
Sci Rep. 2025 May 12;15(1):16425. doi: 10.1038/s41598-025-91510-1.
Pharmacology is a cornerstone of pharmacy education, bridging biomedical sciences with clinical application. Understanding students' perceptions of pharmacology's relevance can influence their learning strategies and academic performance. Despite its significance, gaps remain in understanding how different learning strategies impact pharmacology education. This study aimed to assess the perceived role of pharmacology education, the learning strategies adopted by undergraduate pharmacy students, and their impact on academic achievement across different academic years. Additionally, internal consistency and factor load analysis of the applied questionnaire were evaluated to ensure reliability. A cross-sectional study was conducted at the University of Gondar from June 1, 2024, to August 30, 2024, involving 210 undergraduate pharmacy students from second to fifth year. Data were collected using a structured, self-administered questionnaire that assessed demographics, perceptions of pharmacology, learning strategies, and academic achievement. Descriptive and inferential statistics, including Pearson's correlation, multiple regression analysis, internal consistency (Cronbach's alpha), and factor load analysis, were performed using SPSS version 26. The study included 120 male (57.1%) and 90 female participants (42.9%). Participants reported engaging in deep learning strategies (mean score: 3.75) more frequently than surface learning strategies (mean score: 2.85). A strong positive correlation (r = 0.72, p < 0.01) was found between academic achievement and deep learning strategies, while surface learning showed a negative correlation (r = -0.34, p < 0.01). One-way ANOVA revealed significant differences in deep learning strategy use across academic years (F = 5.23, p = 0.002). Factor load analysis confirmed that the questionnaire effectively captured constructs related to pharmacology perceptions and learning strategies, with a Cronbach's alpha of 0.85, indicating good internal consistency. The findings highlight the importance of pharmacology in pharmacy education and its impact on academic success. Encouraging deep learning strategies and enhancing students' perceptions of pharmacology may improve educational outcomes. Future research should incorporate longitudinal studies to track changes in learning strategies over time and assess the long-term impact of pharmacology education.
药理学是药学教育的基石，它将生物医学科学与临床应用联系起来。了解学生对药理学相关性的认知会影响他们的学习策略和学业成绩。尽管其意义重大，但在理解不同学习策略如何影响药理学教育方面仍存在差距。本研究旨在评估药理学教育的感知作用、本科药学专业学生采用的学习策略，以及这些策略对不同学年学业成绩的影响。此外，还对所应用问卷进行了内部一致性和因子载荷分析，以确保其可靠性。2024年6月1日至2024年8月30日在贡德尔大学进行了一项横断面研究，涉及210名大二至大五的本科药学专业学生。使用一份结构化的自填式问卷收集数据，该问卷评估了人口统计学信息、对药理学的认知、学习策略和学业成绩。使用SPSS 26版进行描述性和推断性统计分析，包括Pearson相关性分析、多元回归分析、内部一致性分析（Cronbach's alpha）和因子载荷分析。该研究包括120名男性参与者（57.1%）和90名女性参与者（42.9%）。参与者报告称，他们采用深度学习策略（平均得分：3.75）的频率高于表面学习策略（平均得分：2.85）。学业成绩与深度学习策略之间存在强正相关（r = 0.72，p < 0.01），而表面学习则呈负相关（r = -0.34，p < 0.01）。单因素方差分析显示，不同学年在深度学习策略的使用上存在显著差异（F = 5.23，p = 0.002）。因子载荷分析证实，该问卷有效地捕捉了与药理学认知和学习策略相关的结构，Cronbach's alpha为0.85，表明内部一致性良好。研究结果突出了药理学在药学教育中的重要性及其对学业成功的影响。鼓励深度学习策略并增强学生对药理学的认知可能会改善教育成果。未来的研究应纳入纵向研究，以跟踪学习策略随时间的变化，并评估药理学教育的长期影响。
