Enhancing pharmacology education through role-play: impact on student attitudes

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dc.authorid0000-0002-8352-6571
dc.authorid0000-0001-5319-0731
dc.authorid0000-0001-5375-4621
dc.authorid0000-0002-5802-1635
dc.contributor.authorTekes, Ender
dc.contributor.authorGungor, Buket
dc.contributor.authorSilan, Coskun
dc.contributor.authorToraman, Cetin
dc.date.accessioned2026-02-03T12:00:28Z
dc.date.available2026-02-03T12:00:28Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractBackground Pharmacology is a cornerstone of medical education, essential for rational prescribing and patient safety. However, students often perceive it as abstract and overwhelming due to its memorization-heavy nature and limited clinical relevance. This study aimed to evaluate the impact of a role-play-based clinical pharmacology internship on medical students' attitudes towards learning the pharmacology course. Methods A mixed-methods interventional design was employed. In the quantitative phase, a one-group pretest-posttest design was used with 97 fifth-year medical students. Participants completed the Attitude Scale Toward the Pharmacology Course for Medical School Students before and after a one-week internship focused on rational drug use and structured around role-play activities. Paired sample t-tests were used to assess attitudinal change. In the qualitative phase, semi-structured focus group interviews were conducted with eight students selected based on pre-post changes in attitude scores. Data were analysed using inductive content analysis. Results There was a statistically significant improvement in students' attitudes following the role-play-based internship (pretest mean = 37.24, posttest mean = 41.15; p < .001), with a large effect size (Cohen's d = 0.959). Qualitative findings revealed three major themes: (1) pharmacology as difficult but essential, (2) burden of memorization, and (3) the need for clinically relevant, functional learning. Students appreciated the realism and interactivity of role-play, which enhanced their understanding of drug interactions and rational prescribing. However, some still viewed pharmacology as anxiety-provoking and overly burdensome, indicating a need for longitudinal curricular integration. Conclusions Role-play-based clinical pharmacology education significantly improves medical students' attitudes toward learning pharmacology. Embedding realistic, scenario-based learning within pharmacology curricula may enhance student engagement, promote rational prescribing, and contribute to safer clinical practice. This positive change was supported by a high effect size of Cohen's d = 0.96, demonstrating the significant educational impact of the intervention.
dc.identifier.doi10.1186/s12909-025-07900-6
dc.identifier.issn1472-6920
dc.identifier.issue1
dc.identifier.pmid41039414
dc.identifier.scopus2-s2.0-105017577494
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1186/s12909-025-07900-6
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34623
dc.identifier.volume25
dc.identifier.wosWOS:001586830100045
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherBmc
dc.relation.ispartofBmc Medical Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectPharmacology education
dc.subjectMedical students
dc.subjectRole-play
dc.subjectRational drug use
dc.subjectActive learning
dc.subjectAttitudes
dc.subjectMedical curriculum
dc.titleEnhancing pharmacology education through role-play: impact on student attitudes
dc.typeArticle

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