Abstract

Student satisfaction has become an increasingly important component of institutional reports as a means of accountability to educational stakeholders. This study was carried out to evaluate students’ satisfaction with the teacher´s performance during a pharmacology and clinical pharmacy course. The 30 students enrolled in the pharmacology course were asked to complete an anonymous survey instrument, using the following rating scale: poor (0.0 to 4.9), appropriate (5.0 to 6.9), good (7.0 to 8.4) and excellent (8.5 to 10.0). The survey instrument consisted of 15 items grouped in three sections: planning (3 items), development (8 items) and results (4 items). The survey instrument was developed and approved by the San Jorge University Technical Quality Unit involved in ensuring the quality of the subject taught at the university. An open-ended response section asked students to identify strengths and weaknesses in the teacher's performance. Twenty-two of the 23 students enrolled in the pharmacology course returned their survey instrument, resulting in a 95.6% response rate. The majority of students indicated an adequate satisfaction with the pharmacology teacher´s performance in all sections evaluated. Qualitative analyses of comments showed that most students expressed more time for the development and presentation of the final project seminar and replace pharmacoepidemiology issues by experimental pharmacology practices. This survey was a good start in identifying areas where professor development is needed and which teaching behaviors should be continued and need improvement.

Key words: Clinical pharmacy, pharmacology, pharmacy student, teacher performance.