scholarly journals Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

2021 ◽  
pp. 8575
Author(s):  
Catherine A. Forrester ◽  
Da Sol Lee ◽  
Ethel Hon ◽  
Kai Ying Lim ◽  
Tina P. Brock ◽  
...  
Keyword(s):  
Student Performance ◽  
Pharmacy Student ◽  
Before And After ◽  
Curriculum Transformation

Assessing the Educational Effectiveness of a System Engineering Software in Capstone Design Projects

2018 ◽  
Author(s):  
Angran Xiao ◽  
Gaffar Gailani ◽  
Shaojin Zhang
Keyword(s):  
Product Development ◽  
Student Performance ◽  
Software Package ◽  
System Engineering ◽  
Design Concepts ◽  
Engineering Software ◽  
Design Methodologies ◽  
Abstract Knowledge ◽  
Before And After ◽  
Capstone Design

The increasing complexity of engineering and technology requires that students master an increasing amount of abstract knowledge to remain competitive in today’s job market. However, today’s students find it difficult to create mental images of abstract concepts, due to lack of real world experience. This problem is more evident in advanced design classes teaching product design concepts and methodologies. In this paper, we introduce a system engineering software package that is used in our capstone design class, with which students are able to create their own framework of product development activities, control information flows, and manage tools and engineering models in each activity. This allows them to plan out and manage their projects using the design methodologies that they learned in class. We assessed student learning in the capstone design class for the last 7 semesters. Independent Samples t-Test and factorial ANOVA are used to analyze the student performance before and after using the software package. We have observed that in the design classes, the system engineering software enables students to practice design methodologies by visualizing and managing product development processes. This helps students not only understand the abstract design methodologies, but also apply the methodologies to their projects and accomplish them more efficiently.

A Meta-Analysis of the Validity of the Pharmacy College Admission Test (PCAT) and Grade Predictors of Pharmacy Student Performance

2005 ◽  
Vol 69 (3) ◽  
pp. 51 ◽  
Author(s):  
Nathan R. Kuncel ◽  
Marcus Credé ◽  
Lisa L. Thomas ◽  
David M. Klieger ◽  
Stephanie N. Seiler ◽  
...  
Keyword(s):  
Student Performance ◽  
Meta Analysis ◽  
College Admission ◽  
Pharmacy Student ◽  
Admission Test

scholarly journals Outcomes of Remote Pathology Instruction in Student Performance and Course Evaluation

2021 ◽  
Vol 8 ◽  
pp. 237428952110618
Author(s):  
Tahyna Hernandez ◽  
Robert Fallar ◽  
Alexandros D. Polydorides
Keyword(s):  
Student Performance ◽  
Course Evaluation ◽  
Course Satisfaction ◽  
First Year ◽  
Item Discrimination ◽  
Course Quality ◽  
Practical Examination ◽  
Before And After ◽  
Time Periods ◽  
Practical Exam

The coronavirus disease 2019 (COVID-19) pandemic has disrupted undergraduate medical education, including preclinical class-based courses, by requiring social distancing and essentially eliminating in-person teaching. The aim of this study was to compare student performance and satisfaction before and after implementation of remote instruction in a first-year introductory pathology course. Assessments (3 quizzes, 1 practical exam, and 1 final) were compared between courses given before (January 2020) and during (January 2021) the COVID-19 pandemic, in terms of mean scores, degree of difficulty, and item discrimination, both overall and across different question types. Students’ evaluations of the course (Likert scale-based) were also compared between the 2 years. Significantly higher mean scores were observed during remote instruction (compared to the prior, in-person year) on verbatim-repeated questions (94.9 ± 8.8 vs 89.4 ± 12.2; P = .002) and on questions incorporating a gross specimen image (88.4 ± 7.5 vs 84.4 ± 10.3; P = .007). The percentage of questions that were determined to be moderate/hard in degree of difficulty and good/very good in item discrimination remained similar between the 2 time periods. In the practical examination, students performed significantly better during remote instruction on questions without specimen images (96.5 ± 7.0 vs 91.2 ± 15.2; P = .004). Finally, course evaluation metrics improved, with students giving a higher mean rating value in each measured end point of course quality during the year of remote instruction. In conclusion, student performance and course satisfaction generally improved with remote instruction, suggesting that the changes implemented, and their consequences, should perhaps inform future curriculum improvements.

scholarly journals Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?

2009 ◽  
Vol 8 (1) ◽  
pp. 55-61 ◽  
Author(s):  
Steven W. Rissing ◽  
John G. Cogan
Keyword(s):  
Student Performance ◽  
High Stakes ◽  
Laboratory Exercise ◽  
College Biology ◽  
Medical College ◽  
Admissions Test ◽  
Inquiry Approach ◽  
Introductory College Biology ◽  
Before And After ◽  
Science Classes

We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, “direct” exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to “cover” many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective “cookbook” laboratory exercises in many science classes.

scholarly journals Implementation and Student Assessment of a Two-stage Midterm Exam in a First-year Physical Chemistry Course for International Engineering Students

2018 ◽  
Author(s):  
Roza Vaez Ghaemi ◽  
Gabriel Potvin
Keyword(s):  
Physical Chemistry ◽  
Student Performance ◽  
English Language ◽  
Engineering Students ◽  
Student Assessment ◽  
First Year ◽  
Two Stage ◽  
Before And After ◽  
Language Communication ◽  
Survey Responses

Group exams have been shown to improve student performance, retention of material, and teamwork and communication skills. This paper assesses the opinion of students regarding group exams, and their perception of potential benefits and impacts on their learning, before and after having participated in one. Both a traditional and two-stage exam were performed in first-year physical chemistry courses in the engineering stream of Vantage College at UBC, which means the participating cohort is entirely composed of international students with a range of English-language communication skills.The overall experience of students with group exams, based on survey responses, was positive, and the large majority of students indicated they would like to continue using this format of exam in the future. The perception of group exams improved before and after having written one, with the students initially overestimating the difficulty, stress, and level of conflict associated with this process. Some students indicated less confidence that peer learning helped them improve their performance after having written the exam, but further study to elucidate the significance and the causes of this result.

scholarly journals A Program to Develop the Students’ Awareness of E-learning and its Applications in English in the Foundation Program of Dhofar University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sobhy Ahmed Soliman ◽  
Ashry Abdallah Mahmoud Waziry
Keyword(s):  
Student Performance ◽  
English Language ◽  
Female Students ◽  
Multiple Choice Questions ◽  
Male And Female ◽  
Awareness Program ◽  
Before And After ◽  
Foundation Program ◽  
E Learning ◽  
The University

This study aims to identify the degree to which English language students in the Foundation Program at Dhofar University, Oman are aware of e-learning and its applications in their field of specialization. It further attempts to identify the effectiveness of certain patterns and tools of e-learning in student performance, using both descriptive and experimental approaches. To achieve these goals, researchers use a scale to measure the awareness of e-learning that includes twenty-five multiple choice questions and an evaluation card on e-learning applications in English. The study sample consists of sixty male and female students at the university. There are two primary outcomes. First, the degree of student awareness of English language e-learning is found to be relatively weak, with statistically significant differences in awareness among male and female students in favor of females. There are further statistically significant differences between students’ average scores before and after the development of an e-learning awareness program in favor of post application. The study makes a number of recommendations, including adopting the pilot awareness program in all majors and holding e-learning training seminars for both faculty and students, which, it is hoped, will bolster the effectiveness of e-learning at the university.

scholarly journals Benefits of Utilizing Pharmacy Learners in an Inpatient Anticoagulation Education Service

2021 ◽  
Vol 12 (3) ◽  
pp. 13
Author(s):  
Carrie Baker ◽  
Emily Ghassemi ◽  
Riley Bowers
Keyword(s):  
Student Involvement ◽  
Prospective Cohort ◽  
Learning Experience ◽  
Student Participation ◽  
Pharmacy Students ◽  
Pharmacy Student ◽  
Education Services ◽  
Retrospective Comparison ◽  
Before And After ◽  
National Patient

Objective.  The 2019 Hospital National Patient Safety Goal 03.05.01 indicates education regarding anticoagulant therapy should be provided to patients and families. Previous studies assessing pharmacist and pharmacy student involvement in oral anticoagulation (OAC) education services have focused on patient-related outcomes, with limited emphasis on the additional benefit to the student. The purpose of this study was to assess the benefit of pharmacy student involvement in anticoagulation education services both clinically and through their perceptions of participating in the service. Methods. This study assessed students’ knowledge and perceptions of providing OAC education before and after a 1-month learning experience, where students provided counseling 2-3 days per week. The primary endpoint was comparing each student’s pre- and post-rotation OAC education knowledge assessments. Secondary endpoints included percentage change in knowledge between the prospective cohort and a historical comparator group, perceived benefit of student participation in the service, percentage of patients able to recall counseling, and number of interventions made related to OAC therapy. Results. A total of 35 pharmacy students were included in this prospective study with 277 patients receiving counseling from June 2020 through March 2021. A total of 32 pharmacy students had assessment data available for retrospective comparison. The mean pharmacy student score within the prospective cohort improved significantly (21.5%) between the pre-assessment and post-assessment. Change in pre- and post-rotation knowledge assessment was also significantly higher in the prospective cohort compared to the retrospective group. Additionally, students gained confidence in their counseling abilities and OAC knowledge through participation. Conclusion. Pharmacy student participation within anticoagulation education services significantly improved student knowledge and confidence in their counseling abilities. It also allowed for over 70% of patients to successfully recall pertinent information about their anticoagulants over a week later and improved patient care through dosing interventions.

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