Forecasting academic success through implementation of an online prerequisite review tutorials program for first year pharmacy students.

Autor: Stamper BD; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: stamperb@pacificu.edu., Buhler AV; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: abuhler@pacificu.edu., Harrelson JP; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: harrelsonj@pacificu.edu., Roberts SC; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: sroberts@pacificu.edu., Malhotra A; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: ashim.malhotra@pacificu.edu., Elbarbry FA; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: fawzy.elbarbry@pacificu.edu., Rao D; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: deeparao@pacificu.edu., Karimi R; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: karimir@pacificu.edu., Turner RB; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: brigg.turner@pacificu.edu., Marlow C; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: cmarlow@pacificu.edu., Devaud LL; Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: devaudl@pacificu.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2017 Mar - Apr; Vol. 9 (2), pp. 261-271. Date of Electronic Publication: 2017 Feb 01.
DOI: 10.1016/j.cptl.2016.11.012
Abstrakt: Objective: Online prerequisite review (OPR) tutorials were designed and implemented to reinforce foundational scientific material in order to protect in-class time, foster self-directed learning, and ensure all students have similar baseline knowledge.
Methods: Twenty-one tutorials covering undergraduate prerequisite material were developed by faculty and organized into six core modules, comprising basic biology, chemistry, and physiology topics. A quiz on this material was given on the first day of each course. This score was correlated with the final exam score at course completion. Additional student and faculty feedback was collected through surveys.
Results: 2372 quiz-exam pairings were collected over three consecutive fall semesters. A one point increase in the quiz score was associated with a 3.6 point (95% confidence interval 3.1-4.0) higher exam score, as well as a greater probability of passing the exam (P<0.0001). Furthermore, simple linear regression revealed a positive correlation between quiz and exam scores (P<0.0001). Three full years of student survey data revealed an overwhelmingly positive perception of the OPR tutorials, and surveyed faculty reported better use of class time and improved student competency and participation.
Conclusions: Implementation of OPR tutorials may give faculty more efficient use of class time, and their associated quizzes serve as an early indicator for students at-risk of not passing who are candidates for early interventions. Furthermore, the OPR tutorial design gives it great transferability to biomedical post-graduate programs.
(Copyright © 2017 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
Externí odkaz: