scholarly journals Novel Integration of Administrative Pharmacy Residents in a Management Course

2021 ◽  
Vol 12 (2) ◽  
pp. 9
Author(s):  
James Ford ◽  
Katherine Rotzenberg ◽  
David Mott
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Student Perception ◽  
Pharmacy Education ◽  
Course Evaluations ◽  
Case Examples ◽  
Course Content ◽  
Course Redesign ◽  
Pharmacy Management ◽  
The Impact

Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice.  Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses.  One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles.  Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning.  Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class.  An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance.  This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career.  Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance. 

scholarly journals Flipping pharmacoepidemiology classes in a Saudi Doctor of Pharmacy program

2020 ◽  
Vol 19 (4) ◽  
pp. 865-872
Author(s):  
Mona Almanasef ◽  
Abdulrhman Alsayari ◽  
Dalia Almaghaslah ◽  
Fahad Alahmari ◽  
Geetha Kandasamy ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Student Perception ◽  
Course Evaluation ◽  
Pharmacy Education ◽  
First Semester ◽  
Student Course Evaluation ◽  
The Impact

Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation  when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the  student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical  difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance. Keywords: Flipped classroom, Pharmacy education, Blended learning

scholarly journals Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

2015 ◽  
Vol 3 (5) ◽  
pp. 675-692
Author(s):  
Niina Ronkainen
Keyword(s):  
Student Perceptions ◽  
Teaching Practice ◽  
Point Of View ◽  
Independent Learning ◽  
Course Content ◽  
Interactive Classroom ◽  
Course Material ◽  
And Performance ◽  
Written Assignments ◽  
The Impact

Studies have shown that the more ownership students take of their academic work, the greater the level of information retained, knowledge acquired, and general cognitive development. Many teaching techniques that span across sciences, and go beyond standard techniques such as: merely lecturing at students or following written procedures for “cook book-style” laboratory experiments, have surfaced in the last decade. One such method, known as Course Preparation Assignments (CPAs), requires students to read and analyze course material prior to attending class. This approach gives students their first exposure to new content outside of the classroom, while also engaging them in responding to a series of questions that they must answer individually. This prior exposure to course material allows the students to not only complete written assignments with the incentive of earning points, but also forces them to reflect on what they are learning. Prior to adopting the CPA teaching practice, I discovered that very few of my chemistry and biochemistry students completed the reading and homework problems until a few days prior to an examination. Each class or unit that includes a CPA follows a predictable pattern which students adjust to quickly: Read – Think –Write/Draw/Calculate – Discuss the course content. The impact of incorporating CPAs into undergraduate Analytical Chemistry and Principles of Biochemistry lecture courses will be described from this instructor’s point of view. In addition, the advantages and challenges of utilizing this teaching approach at a Primarily Undergraduate Institution, within classes made up of 8-45 students, will be described. Furthermore, the development and use of CPAs for teaching various Chemistry courses, the leading and facilitating of course discussions in class, the grading of assignments, and student perceptions of the approach will be discussed. Indeed, the pedagogical approach generally promotes timely completion of assignments, helps create a more interactive classroom setting, encourages students to ask more questions, facilitates involvement in discussions all of which result in an improved ability to think and reason critically.

scholarly journals STUDENT PERCEPTION OF FORMATIVE PEER REVIEW

2020 ◽  
Vol 1 ◽  
pp. 493
Author(s):  
Alex Krouglov
Keyword(s):  
Peer Review ◽  
Student Perceptions ◽  
Student Perception ◽  
Professional Communication ◽  
Research Engagement ◽  
Curriculum Framework ◽  
University College London ◽  
Research Findings ◽  
The University ◽  
The Impact

The present paper covers our initial research findings of postgraduate student perceptions of formative in-class peer review in relation to their presentations, research, professional communication, and language skills. The paper also aims to assess the impact it may have on learning at advanced level of language training, and explores how peer review approach used in classes changes student perception of its benefits and challenges and contributes to the development of presentation, language and research skills. Besides the development of speaking skills, critical thinking and argumentation, peer review enables them to assess themselves better, to think more about the target audience and encourages better course and research engagement and collaborative learning. In our research, the students were asked to provide in-class peer review of presentations made by students on various aspects of their research as part of the connected curriculum framework established at the University College London. 

scholarly journals College Campuses and Student Walkability: Assessing the Impact of Smartphone Use on Student Perception and Evaluation of Urban Campus Routes

2020 ◽  
Vol 12 (23) ◽  
pp. 9986
Author(s):  
Joohyun Lee ◽  
Mardelle McCuskey Shepley
Keyword(s):  
Student Perceptions ◽  
Student Perception ◽  
College Campuses ◽  
Built Environments ◽  
Shortest Distance ◽  
Sketch Maps ◽  
Smartphone Use ◽  
Urban Campus ◽  
The Impact

The purpose of this study is to assess the relationships between college campus walking route characteristics and student perceptions of them with smartphone use. The study used student sketch maps, survey questionnaires, and observations and measurements of route features on a Korean urban campus. The results show that the pedestrian perception and evaluation of campus walking routes are impacted differently in two conditions: walking with smartphone use and walking without smartphone use. “Smartphone walkers” found the safety and quality of routes more important, while walkers without phones considered the shortest distance and positive walking experience to be important factors in their route choices. Campus-built environments need to be improved to provide more adaptive solutions to respond to changes in pedestrian behavior and perception due to increased “smartphone walking”. Recommendations include a walker-friendly campus with well-connected streets and networks, separation from vehicles (ensuring safety), good quality sidewalks, and increased campus green space.

scholarly journals Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation

2021 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Ben Farrow ◽  
Tom Leathem ◽  
Amna Salman
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Construction Management ◽  
Student Perception ◽  
Management Program ◽  
Teacher Student ◽  
Learner Centered ◽  
Student Grades ◽  
The Impact ◽  
Teacher Centered

Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.

scholarly journals Patients as Teachers of Cultural Sensitivity in Pharmacy Education

2019 ◽  
Vol 10 (4) ◽  
pp. 7
Author(s):  
Caitlin Gibson ◽  
Annesha White
Keyword(s):  
Cultural Competence ◽  
Student Perceptions ◽  
Cultural Sensitivity ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Novel Approach ◽  
Lgbt Community ◽  
The Impact ◽  
Didactic Curriculum

Introduction: Cultural sensitivity training among pharmacy students is required by the Accreditation Council for Pharmacy Education, but little data exists on effective practices for teaching these concepts. The goal of this case study was to describe the process and determine if integration of a patient-led Cultural Sensitivity Panel into the required didactic curriculum impacts pharmacy student perceptions of their own cultural competence. Description of case: A special population was defined based on the CAPE competencies requiring students demonstrate sensitivity and responsiveness to culture, race/ethnicity, socioeconomic status, gender, sexual orientation, spirituality, disability, and other aspects of diversity and identity. Patients representing various special populations, such as veterans, the Deaf and hard of hearing population, the LGBT community, were invited to participate in a Cultural Sensitivity Panel for two consecutive years. Panelists shared information they wish future healthcare professionals understood about the population they represented and participated in a question and answer session. Pre- and post-surveys were conducted to assess the impact of the panel on student perceptions of cultural competence. Results: Over two years, 138 students completed surveys. More than 95% of students agreed or strongly agreed that a cultural sensitivity panel is a worthwhile experience, and that the panel would help them change behaviors that may be culturally insensitive. Student perceptions of their own cultural competence significantly improved between the pre- and post- surveys; ethnicity, age and gender significantly impacted responses (p<.05). Key themes of responses to open-ended questions included learning about effective communication (64%), new resources for diverse patient populations (28%), addressing barriers to care (21%), the importance of patience and empathy (18%), and incorporating a patient’s background into their care (18%). Exploration of case impact: Use of a cultural sensitivity panel provides patients with their own voice in discussing barriers to the provision of health care and thus mitigates the inherent bias and limitations of faculty members teaching about cultures and populations they do not represent. Conclusion: This novel approach of integrating a Cultural Sensitivity Panel into the didactic curriculum positively impacted student perceptions of their own cultural competence and may improve culturally competent provision of care among pharmacy students.   Article Type: Case Study

scholarly journals Perceptions of Integrated Experiential Learning of Graduate Marketing Students

2018 ◽  
Vol 18 (2) ◽  
pp. 74-89
Author(s):  
Raghava R Gundala ◽  
Mandeep Singh ◽  
T. Kathleen Cochran
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Real World ◽  
Teaching Method ◽  
Extended Period ◽  
Integrative Approach ◽  
Business Courses ◽  
Individual Client ◽  
The Impact ◽  
Learning Projects

Experiential learning projects have become a mainstay of a multitude of undergraduate business courses as they allow students to apply theoretical knowledge to real-world issues. At the graduate level, the use of case studies is a primary teaching method, but one cannot fail to notice an increase in the interest and use of experiential learning projects and assignments. However, as more emphasis is placed on the practical application of theory across the marketing curricula, buttressed by accrediting agencies, the need for incorporating these experiential learning projects has become an integral part of many university curricula at both the graduate and undergraduate levels. While the inclusion of these projects has been in practice for some time, the ideal addition to these experiential elements is restricted to a single course. This study examines the impact of including an experiential learning project that was framed across two graduate courses for an individual client. This study adds to the existing knowledge by using a unique integrative approach, across two separate graduate marketing courses, providing students with a progressive real world experience over an extended period of consulting interaction and time. Student perceptions associated with the efficacy of this extended experiential learning exercise are also furnished.

scholarly journals “When I saw my peers annotating:” Student perceptions of social annotation for learning in multiple courses

2020 ◽  
Author(s):  
Jeremiah (Remi) Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level

Purpose: Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction, and knowledge production. This case study examines the perceived value of SA in multiple undergraduate courses.Design/methodology/approach: Fifty-nine students in three upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.Findings: A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged, and how widely SA was used during course activities. While findings about the perceived value of SA as contributing to course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas, and engagement with diverse perspectives.Research limitations/implications: Studies about the relationships among SA, learning, and student perception should continue to engage learners from multiple courses and multiple disciplines, with indicators of perception measured using reliable instrumentation.Practical implications: Researchers and faculty should carefully consider how the technical, instructional, and social aspects of SA may be used to enable course-specific, personal, and peer-supported learning.Originality/value: This study found greater variance in how undergraduate students perceived SA as contributing to course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

Horses Preparing Superintendent Candidates for the Leadership Arena

2020 ◽  
pp. 105382592096634
Author(s):  
Heather P. Williams
Keyword(s):  
Student Perceptions ◽  
Sense Of Self ◽  
Course Evaluations ◽  
Self Awareness ◽  
Future System ◽  
Perceptions Of Students ◽  
Systems Leadership ◽  
Superintendent Candidates ◽  
Animal Interaction ◽  
The Impact

Background: This study considers the use of animal-assisted interventions (AAIs), specifically horses, in an educational setting, which has received minimal attention in the human–animal interaction research. Purpose: The study sought to understand perceptions of students in an educational leadership preparation program as they participated in equine assisted learning (EAL) activities. Methodology/Approach: Participants ( n = 66) were graduate students who completed an open-ended survey questionnaire in 2014 to 2018. In addition to the survey answers, the data included observation notes and course evaluations. Data were analyzed for themes and transfer. Findings/Conclusion: Evidence in understanding the impact of EAL activities. In addition, the study explores student perceptions of how they related the EAL experiences to not only their own traits and beliefs as leaders (self-awareness), but also in exploring their beliefs and biases about systems leadership in public education. Implications: The use of AAIs in educational programs may provide students a living, active metaphor for what they need to do in their own leadership lives, question boundaries, and gain a sense of self as a future system leader.

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