Objective. To improve students' learning and develop their learning skills in pharmacy education. Methods. A novel teaching method composed of Self-study, Test, Question and Discussion (STQD) sessions uses self-, peer-, co-learning, active learning, inductive teaching, and formative assessment to promote student-centered teaching in pharmacy education. STQD has been implemented within courses focusing on instrumental analysis and analytical chemistry. In a four-year study, qualitative and quantitative approaches were used to evaluate the effectiveness of STQD in facilitating students' learning. Results. Students positively evaluated their experience in STQD class with an overall mean and standard deviation of 4.35 (0.64) in a 5-point Likert scale, where a score of 1 is "strongly disagree" and a score of 5 is "strongly agree." The final examination results showed students' average score in an STQD class was higher than students' average score in a traditional class. Most students indicated that the STQD improved their learning ability, communication ability and facilitated their learning. Conclusion. The use of STQD in an integrated basic science curriculum has the potential to develop students' learning skills and improve their learning in pharmacy education.
Keywords: active learning; formative assessment; inductive teaching; pharmacy education; student-centered teaching.