scholarly journals Increasing student engagement using an Amazing Race–style competition

2021 ◽  
Vol 109 (3) ◽  
Author(s):  
Emily F. Gorman
Keyword(s):  
Student Engagement ◽  
Drug Information ◽  
Information Resources ◽  
Pharmacy Students ◽  
First Year ◽  
Game Based Learning ◽  
Class Session ◽  
Successful Strategy ◽  
Positive Impression ◽  
Drug Information Databases

Background: Game-based learning is a successful strategy for teaching various concepts to students, from general orientations to more in-depth material. Pharmacy students in a first-year lab course were introduced to library and drug information resources through a lecture-style class in their first week of school, which was ineffective in terms of engagement. To combat this issue, the pharmacy liaison librarian advocated for moving this class session later in the semester and proposed a game-based activity to replace the lecture.Case Presentation: “The Amazing Race: Drug Information Edition” was inspired by a well-known TV competition that involves completing several stages (called “legs”) of challenges to finish the race. The librarian developed questions designed to make students use various parts of the library website as well as two drug information databases. Students competed in teams, and the first three teams to complete the race were awarded small prizes. The race was first implemented in 2018, and modifications were made to the 2019 iteration based on student feedback.Conclusions: Despite several challenges, the race was well received by both the students and the course instructors and increased engagement with introductory library and drug information material. The activity has enhanced the librarian’s relationship and collaboration with the course faculty and made a positive impression on the students. 

scholarly journals The Effect of Several Factors on Student Pharmacists’ Choice of Drug Information Resources

2019 ◽  
pp. 1-10
Author(s):  
Jason W. Guy ◽  
Hilary Mandler ◽  
Isha Patel ◽  
Andrew Hvizdos ◽  
Megha Patel
Keyword(s):  
Drug Information ◽  
Information Resources ◽  
Pharmacy Students ◽  
Advanced Technology ◽  
Professional School ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Student Preference ◽  
Males And Females ◽  
Selection Of

Introduction: The provision of drug information (DI) is a fundamental responsibility of pharmacists. The availability of advanced technology and mobile devices has greatly affected how drug information is retrieved.  Utilization of these resources and references are unique skills taught in pharmacy programs to help meet the need of pharmacists in practice and to meet national accreditation standards.  Currently there is little information on how different factors influence pharmacy students’ choice of drug information resources. Methods: A prospective, cross-sectional survey was developed to assess pharmacy students’ utilization of tertiary DI resources by age, gender, and year in professional program. The survey was developed using the software Qualtrics® and contained questions pertaining to the selection of specific tertiary DI resources used most often for a variety of DI topics. Differences between groups were calculated using ANOVA. Results: Students in their P4 year utilized tertiary DI resources more frequently than students in their P1 and P2 year (p= <0.001, 0.001 respectively).   There were no differences in the frequency of resource utilization between males and females surveyed (p=0.656, MD = 0.0652). Total usage of DI resources differed by year in professional school. Conclusion: The results of this study may be beneficial to pharmacy schools as it provides insights into the factors that influence student preference for tertiary drug information resources.  This study found that age, year in school, and type of drug information request impacted students’ use of tertiary DI resources.

scholarly journals Assessing Indigenous Cultural Safety Learning using Modified Reflexive Visual Arts

2021 ◽  
Vol 12 (3) ◽  
pp. 9
Author(s):  
Jason Min ◽  
Kimberley MacNeil ◽  
Filip Zekic ◽  
Larry Leung
Keyword(s):  
Visual Arts ◽  
Visual Art ◽  
Indigenous Health ◽  
Assessment Methods ◽  
Cultural Safety ◽  
Pharmacy Students ◽  
Qualitative Assessment ◽  
First Year ◽  
Class Session ◽  
Self Reflection

Objective: Assessing Indigenous cultural safety learning in pharmacy students using modified reflexive visual arts Innovation: Traditional quantitative assessment methods are often ineffective and impractical for the evaluation of Indigenous cultural safety learning. Existing qualitative assessment methods have shown potential in small-class and experiential environments, but evidence to guide the scalability and use in a large lecture format is sparse. An innovative, visual arts-based qualitative assessment of cultural safety learning was developed and deployed to 223 first-year pharmacy students. The assessment was deployed in a pre- and post-term style in a foundational pharmacy module that included content on Indigenous health and cultural safety. The pre-term assessment included two activities for students: 1) a visual art self-reflection requiring students to use any visual art medium to depict what they think it means to practice as a pharmacist with cultural safety, accompanied by a brief written description and (2) an in-class session with a brief lecture component, small and large group sharing of reflections, debrief of experiences, and student peer review of the visual reflections. The post-term portion included a similar self-reflection activity and an in-class session that now asked students in their small groups to: 1) compare their pre/post reflections, and 2) collectively create a new summative visual that depicts the entire group’s thoughts. Surveys and a focus group were used as an additional source of data. Critical Analysis: Survey responses (n=215) indicated that feedback for the assessment was highly positive, with 77% of students recommending the activity for future first-year pharmacy students. Students also validated the utility of the assessment, with 70% strongly or somewhat agreeing that the activity was valuable for their learning, 80% strongly or somewhat agreeing that the activity stimulated their thinking, and 81% strongly or somewhat agreeing the activity accurately reflected their true feelings on practicing cross-culturally.

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

scholarly journals Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 62 ◽  
Author(s):  
Amanda Savage ◽  
Lana M. Minshew ◽  
Heidi N. Anksorus ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Concept Maps ◽  
Response Rate ◽  
Skill Development ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Future Work ◽  
Assessment Strategies ◽  
Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

The Impact of On-campus Student Growth on First-year Student Engagement and Success

2007 ◽  
Vol 48 (8) ◽  
pp. 941-966 ◽  
Author(s):  
Steven M. LaNasa ◽  
Elizabeth Olson ◽  
Natalie Alleman
Keyword(s):  
Student Engagement ◽  
Student Growth ◽  
First Year ◽  
The Impact ◽  
First Year Student

Game-Based Learning

2014 ◽  
Vol 4 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Rui Leitão ◽  
J.M.F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Student Engagement ◽  
Augmented Reality ◽  
Primary School ◽  
Teaching And Learning ◽  
Access To Information ◽  
Game Based Learning ◽  
Learning Context ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Virtual And Augmented Reality

In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

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