Effective Engagement of Large Numbers of Undergraduate Students in Pharmacology Practicals in Resource‐Poor Settings: A Nigerian Experience

Conducting undergraduate pharmacology practicals in resource‐poor settings present multi‐factorial challenges including large class sizes, poor staffing and inadequate budget. Typically, a team of 2–4 academic staff, supported by similar number of technical staff, hold such classes 2–3 times a week in a northern Nigeria university department of pharmacology. Modifications to standard practicals have become almost routine, and this paper reports on a technique frequently deployed by the teams to successfully achieve learning objectives with 50 or more students in a practical pharmacology class. The method centres around engaging each and every student in one or more aspects of the processes which form part of the whole practical. Where animals are used, the opportunity is utilised in further transferring practical skills in animal handling as well as theoretical knowledge on the care and use of laboratory animals ‐ including elements of the 3Rs. Standard inputs are pre‐laboratory ‘talks’ by academic staff, in‐class quizzes directed at students, reverse question time, end‐class pooling of results‐cum‐summaries and finally, individual reports submission by students. In part 1 of 2, a dry‐run of an actual practical class will be presented while part 2 will represent sample laboratory results. Such participatory methodologies as described, help to develop independent and team spirits in the students as well as stimulate their interest in pharmacology research.