Pharmacy, nursing, and physician assistant studies student self-report and perceptions regarding classroom etiquette

Abstract

Introduction: The study aimed to investigate pharmacy, physician assistant studies, and nursing students’ self-report regarding their classroom etiquette and perceptions regarding classroom etiquette. Methods: A survey regarding classroom etiquette was administered to first year pharmacy, physician assistant studies, and nursing students. Statistical analysis was performed to determine differences among various student behaviours and perceptions, and among students of the three academic programmes. Results: Most students (>84%) indicated that arriving late to class, leaving the classroom during lecture without returning, initiating a conversation with a peer during lecture, and conducting non-class-related activities with electronic devices during lecture are unprofessional. Students self-reported that tardiness and leaving and returning to the classroom during lecture are not rare. Most students (52%) indicated that it is acceptable to have a conversation with a peer while the professor is teaching if the conversation is directly related to the lecture material. Some students (27%) indicated that the non-class-related activities that they conduct during lecture using their laptop or tablet device affected their academic performance. More students reported their academic performance is adversely affected by non-academic use of laptop or tablet device compared to the use of cell phones. Conclusion: This study suggests there are opportunities to improve student classroom etiquette in various academic settings. Moreover, it may bring a greater awareness to the issue of classroom etiquette, and thereby encourage faculty and administration to evaluate, and/or better enforce policies related to classroom etiquette.