| Autor: |
Jamie L. Fairclough, Erenie Guirguis, Amy Henneman, Hannah A. Morris, Angela N. Skaff, Yasmin Grace |
| Rok vydání: |
2015 |
| Předmět: |
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| Zdroj: |
Currents in Pharmacy Teaching and Learning. 7:151-156 |
| ISSN: |
1877-1297 |
| DOI: |
10.1016/j.cptl.2014.11.013 |
| Popis: |
Objective To evaluate student perceptions of the benefit of integration of cumulative, case-based quizzes. Additionally, this study discusses whether the integration of cumulative, case-based quizzes enhances student retention and aids in the development of improved critical thinking skills. Methods Current second- and third-year pharmacy student were administered six to seven cumulative, case-based quizzes, as an integrated component of both the Cardiovascular and Special Topics Pharmacotherapy courses. Current pharmacy students completed online pre- and post-course surveys that included questions assessing the student's perceived benefit of the quizzes and demographic information. Final exam grades and final course grades of students who completed the two pharmacotherapy courses this year were compared to final exam and final course grades of students who completed the courses the prior year. Performances on higher-level Bloom's taxonomy questions on the final exams were also compared to those of students from the prior year in order to evaluate whether critical thinking skills improved. Results A total of 97 students completed the pre- and post-course surveys. There was a statistically significant difference in student perception regarding the potential benefits of case-based quizzes in the two pharmacotherapy courses ( p Conclusion Students in both pharmacotherapy courses perceived cumulative case-based quizzes as beneficial. Students believed cumulative case-based quizzes aided in their learning and retention of the course material and will improve their clinical skills as future pharmacists. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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Full Text from ScienceDirect