Student perceptions of online lectures and WebCT in an introductory drug information course.
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OBJECTIVES: To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students. DESIGN: Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures. ASSESSMENT: More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses. CONCLUSION: Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination. (+info)
Weekly rotation of facilitators to improve assessment of group participation in a problem-based learning curriculum.
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OBJECTIVES: To determine whether implementing a rotating facilitator structure provides a reliable method of assessing group participation and assigning grades to third-professional year pharmacy students in a problem-based learning curriculum. DESIGN: In the 2004-2005 school year, a "one block, one facilitator" structure was replaced by a "weekly rotating facilitator" structure. Each student received a grade from the assigned facilitator each week. The 8 weekly grades were then averaged for a final course grade. Student grades were reviewed weekly and at the end of each block. Facilitators and students completed survey instruments at the end of each of four 8-week blocks. ASSESSMENT: Student grades were reviewed, and the class average was compared to the class averages from the 2 previous years. For example, in block I the class average was 86 which compared to averages of 88 and 87 for 2002-03 and 2003-04 respectively. Survey data revealed a 40% agreement by facilitators in block I that student performance was improved compared to student performance prior to this change. This agreement increased to 71%, 72%, and 71% respectively for blocks II - IV. Student survey data at the end of the academic year supported weekly facilitator rotation and revealed that a majority of students agreed that exposure to a variety of facilitators enhanced their group participation. CONCLUSION: As confirmed by student grades and student and faculty members' feedback, the change to a rotating facilitator structure resulted in a reliable method of assigning student grades for group participation. (+info)
The predictive utility of nontraditional test scores for first-year pharmacy student academic performance.
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OBJECTIVES: To determine the value of employing the Learning and Study Strategies Inventory (LASSI), Defining Issues Test (DIT), and Watson-Glaser Critical Thinking Appraisal (WGCTA) in predictive models for first-year pharmacy student academic performance. METHODS: Six years of pharmacy student admission and progression data were evaluated. Additional predictive validity offered by these variables over a model of prepharmacy grade point average and pharmacy college admission test (PCAT) score was examined. RESULTS: None of the 3 measures offered the ability to predict first-semester or first-year academic performance over and above GPA and PCAT. CONCLUSIONS: The LASSI, DIT, and WGCTA do not appear to assess abilities that are directly related to academic performance; however, these instruments may be useful in assessing other student attributes that are highly desirable for the practice of pharmacy. (+info)
Attitudes towards complementary and alternative medicine among pharmacy faculty and students.
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OBJECTIVES: To determine pharmacy faculty members' and students' attitudes and perceptions regarding the use of complementary and alternative medicine (CAM). METHODS: A survey was used to obtain data on the following information concerning CAM: general attitudes, perceived barriers to use, training received and desired, personal use, and information sources used. RESULTS: In general, attitudes of pharmacy faculty members and students towards CAM were positive. Lack of evidence for CAM practices was considered the greatest barrier to the use of CAM by faculty members and students. Many CAM therapies were perceived to be effective. A high percentage of students desire more training in the areas of herbal medicine and nutritional supplements. Faculty members and students believe that CAM should be included in the curriculum. CONCLUSIONS: General attitudes towards CAM are positive among pharmacy faculty members and students, and most believe that CAM should be taught in the pharmacy curriculum. More resources and training of faculty members may be necessary. (+info)
"Testwiseness" among international pharmacy graduates and Canadian senior pharmacy students.
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OBJECTIVE: To compare the test-taking skills and abilities (testwiseness) of Canadian senior-level pharmacy students with those of international pharmacy graduates. METHODS: A 20-item testwiseness questionnaire was developed and administered to 102 participants: 35 senior-level pharmacy students, 34 international pharmacy graduates, and 34 practicing pharmacists who served as a control group. RESULTS: Mean testwiseness scores indicated significant differences in performance between senior-level pharmacy students and international pharmacy graduates. Testwiseness deficiencies of international pharmacy graduates were particularly severe in domains requiring discerning use of English language. CONCLUSIONS: Differences in testwiseness appear to exist between Canadian senior-level pharmacy students and international pharmacy graduates. The genesis and implications of these differences must be evaluated further in order to determine whether testwiseness affects learning, professional development, or clinical practice. (+info)
Retention of compounding skills among pharmacy students.
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OBJECTIVE: To evaluate the competency of second-year pharmacy students to compound capsules from a prescription 12 months after completing a compounding course. METHODS: Students who completed the compounding course were given the same prescription they had been given 12 months earlier to compound metoprolol capsules. No warning of the second exercise was given and they were expected to prepare capsules and package and label the finished product. Performance was evaluated in an identical manner for both exercises based on the level of professional competency of a score of 80% or above. RESULTS: Eighty-seven percent fewer students achieved a score of 90% or more on the second exercise and 81% fewer students demonstrated the required competency. CONCLUSIONS: Differences in scores on the first and second exercises indicate that pharmacy students' level of competency and retention of knowledge with respect to compounding capsules is not adequately retained after a 12-month hiatus. (+info)
Development and implementation of a scoring rubric for aseptic technique.
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OBJECTIVE: To assess students' development of aseptic technique skills through the use of a scoring rubric. DESIGN: A scoring rubric was developed to assess students in 6 skill areas of parenteral preparation. Areas were assessed as "likely harmful," "needs improvement," or "acceptable" according to developed criteria. Students were assessed at baseline and at the end of the fall and spring semesters. ASSESSMENT: Of 624 ratings given to 104 students at baseline and at the end of the spring semester, respectively, 51.1% and 88.9% were "acceptable," 17.9% and 7.6% were "needs improvement," and 30.9% and 3.5% were "likely harmful" (p < 0.001 vs baseline). The percentage of students receiving one or more likely harmful ratings decreased from 85.6% at baseline to 18.3% (p < 0.001). CONCLUSION: Use of the rubric successfully documented student improvement. It also identified areas that need additional emphasis in the curriculum. (+info)
Instrumentation for comparing student and faculty perceptions of competency-based assessment.
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OBJECTIVES: To compare student and faculty perceptions of the delivery and achievement of professional competencies in a doctor of pharmacy program in order to provide data for both accountability and curricular improvement purposes. DESIGN: A survey instrument was designed based on current learning theory, and 76 specific competency statements generated from mission and goal statements of The Ohio State University College of Pharmacy and the Center for the Advancement of Pharmaceutical Education. This instrument was administered to PharmD program students and faculty. ASSESSMENT: The number of competencies by program year that are delivered in the curriculum, the percent of students and faculty reporting individual competency delivery and achievement, and differences between student and faculty perceptions of competency delivery and achievement are reported. CONCLUSION: The faculty and student opinions provided an in-depth view of curricular outcomes. Gathering perception data from faculty and students about the delivery and achievement of competencies in a PharmD program can be used to both meet accreditation requirements (accountability) and to improve the curriculum (improvement). (+info)