Impact of using debates in a pharmacoeconomic course on students’ self-reported perceptions of skills acquired

Abstract

Objective: To explore the impact of debates on students’ perceptions of their (i) ability to read and critically appraise pharmacoeconomic literature and (ii) confidence in synthesising evidence, reaching a decision, and communicating it effectively. Methods: 77 pharmacoeconomics course students participated in a debate exercise: one team for adding a medication to a formulary and the other against adding. The self-reported perceptions of skills acquired were evaluated via pre- and post-debate questionnaires. Results: 48 participants completed the pre- and post-debate questionnaires, and 60 completed the perceptions toward the debate activity questionnaire. The number of students who rated their ability to meet course learning objectives as excellent increased significantly after the debate. Also, the students’ perceptions of their confidence in making a decision, critically analysing evidence, and communicating their arguments improved after the debate exercise. Conclusions: The debate approach is an effective teaching method that can improve students’ perceptions of skills acquired.