Changes in use of technological methods of teaching and learning in undergraduate pharmacology in UK higher education

Abstract

A survey of methods of teaching and learning used in pharmacology in UK Higher Education was conducted in 1996 (Markham et al. 1998). A further survey involving 342 UK pharmacologists has now (2001) been conducted, and with respect to 1996, the findings were as follows: a. there has been a large drop (78% to 33%) in the utilisation of chalk and talk lectures and there is high use of PowerPoint presentations (60%); b. there has been a large increase in the more than occasional utilisation (23% to 62%) of CAL materials; c. utilisation of video material has increased markedly (13% to 28%); d. there has been a small increase in the utilisation of problem based learning; e. self- and peer assessment by students is not used extensively and use is little changed since 1996; f. there has been a small improvement in the encouragement/support/recognition provided by institutions for teaching; and g. the adequacy of IT hardware/support/resources for teaching has improved from 1996 when resources were viewed as inadequate. Teaching staff have increased use of technology-based teaching and are now much more positive about its availability and use. This may reflect the operation of a variety of programs, aimed at increasing technology-based teaching, operating during the period.