Perceptions of Academic Staff, Teaching Methods, and Ethics at Umm Al-Qura University: A Cross-Sectional Study

Background This cross-sectional study evaluated pharmacy students’ perceptions of faculty teaching quality, ethics, and instructional methods across different academic years, with the aim of identifying key areas for faculty development and curricular improvement. Methods A total of 167 pharmacy students from the third to sixth academic years completed validated surveys assessing multiple dimensions, including overall teaching quality ratings, preferred teaching styles, the perceived impact of faculty ethics on learning, assessment preferences, and expectations for improvements. Results The majority of students rated teaching quality as average (37.1%) or good (36.5%), while only a minority considered it excellent (11.4%). Teaching style and clarity of explanation were the most valued faculty attributes (50.3%). Statistically significant differences were observed across academic years for teaching quality ratings (p = 0.002) and perceptions of the influence of faculty ethics on learning (p = 0.025), with senior students demonstrating heightened awareness of ethical faculty conduct. Continuous assessment was the preferred evaluation method (35.9%), and most students (74.9%) favored a balanced focus between theoretical knowledge and practical applications. Students identified several areas requiring improvement, notably unengaging teaching methods (24.8%), poor-quality slide presentations (24.1%), and insufficient student-teacher interaction. These findings underscore the critical importance of faculty development initiatives emphasizing student-centered pedagogies, ethical professionalism, active learning, and improved communication skills. Conclusion Addressing these factors is essential to enhancing student motivation, educational outcomes, and professional identity formation. This study contributes valuable insights for pharmacy educators seeking to optimize teaching practices and better prepare students for the complexities of contemporary pharmacy practice.