Implementing collaborative, active learning using peer instructions in pharmacology teaching increases students' learning and thereby exam performance

Teaching is a highly complex activity that draws on many kinds of knowledge. In this paper, we present our findings on the impact of implementing collaborative, active learning using peer instructions in pharmacology lectures. The hypothesis "implementation of collaborative, active learning increased students' understanding of pharmacological concepts, and thereby exam performance" was proven. Active learning was implemented in lectures on pharmacodynamics (10% of total lectures) in three different pharmacology courses. Teaching methods in the remaining lectures in the courses were unchanged. Prior to each lecture on pharmacodynamics, students were instructed to prepare using questions addressing key concepts in the curriculum that would be covered by the following lecture. In the lectures, students' understanding of these concepts was assessed using anonymous, online polls (ConcepTests). Collaborative learning was supported using peer instructions. Using the anonymous results of 15 written exams with 1097 submissions we show that the percentage of students achieving 50% or more of maximum points per exam question is significantly increased in questions relating to peer instructions lectures (P = 0.029, Odds Ratio 1.83 (1.07, 3.15)). The observation is not explained by a general improvement of student performance (P = 0.289, Odds Ratio 1.15 (0.89, 1.51)). Both students' and the teacher have a positive perception of the active learning strategy and the possibility to give and receive instant feedback on students' learning progress. We conclude that implementation of collaborative, active learning using peer instructions, significantly improves students' learning in pharmacology.