A comparative study on teaching satisfaction of smart class and traditional class in pharmacy administration

OBJECTIVE: To compare the difference in teaching satisfaction between traditional classes and smart classes after adopting the smart class design for “Pharmacy Administration”. METHODS: 20 classes were selected for traditional class teaching and smart class teaching, respectively. The first 10 classes were implemented using traditional teaching methods, and the last 10 classes were implemented using smart classes. After each 10 classes, the ten-point Likert scale was used to measure teacher satisfaction and course satisfaction, and the Mann-Whitney U test was performed on the mean value of satisfaction. RESULTS: The mean and standard deviation of teacher satisfaction using traditional classes (n = 193) were 9.82 ± 0.471, and the mean and standard deviation of teacher satisfaction using smart classes (n = 199) were 9.85 ± 0.566, P > 0.05; the mean and standard deviation of course satisfaction using traditional classes (n = 193) were 9.68 ± 0.636, and the mean and standard deviation of course satisfaction using smart classes (n = 199) were 9.75 ± 0.649, P > 0.05. CONCLUSION: After using the smart class teaching practice, the scores of teacher satisfaction and course satisfaction improved; the mean of teacher satisfaction increased by 0.03 points and the mean of course satisfaction increased by 0.07 points. For course satisfaction and teacher satisfaction, there is no significant difference between using traditional class and smart class.