A student initiative to implement peer-led study groups for a pharmacogenomics course: Evaluation of student performance and perceptions
| Autor: | Kevin Kelly, Sarah Kim, Sayed S. Daoud, Brenda S. Bray, Yaoyi Xiao, Angela S. Stewart, Boris Zhang, Candace Anderson, Danielle Fitzpatrick, Cody Damman, Meagan Reynoldson, Connie M. Remsberg |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Cooperative learning
Study groups 020205 medical informatics media_common.quotation_subject education Pharmacy 02 engineering and technology Peer Group 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires Perception 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine General Pharmacology Toxicology and Pharmaceutics media_common Medical education Data collection business.industry Attendance Students Pharmacy Test Taking Skills Course evaluation Educational Measurement business Psychology Peer tutor |
| Zdroj: | Currents in Pharmacy Teaching and Learning. 12:549-557 |
| ISSN: | 1877-1297 |
| DOI: | 10.1016/j.cptl.2020.01.013 |
| Popis: | Introduction To better elucidate the impact of cooperative learning outside the classroom, a student-initiated research project was conducted to explore the effects of participating in peer-led study groups (PLSGs) on student examination scores and perceptions. Methods First-year pharmacy students were given the opportunity to participate in weekly PLSGs for a pharmacogenomics course during spring 2016 and spring 2017. Student exam performance was stratified by those who attended vs. those who did not. Optional pre- and post-course surveys examined student perceptions of PLSGs. Results No significant differences were seen between the attendance groups in spring 2016. In spring 2017, student attendees were significantly more likely to pass two of their six exams (p = .04, p = .0029) and to have higher exam scores on one exam (p = .02) in comparison to non-attendees. Overall exam score averages were significantly different between attendees and non-attendees during spring 2017 (p = .03) but not during spring 2016 (p = .38). Perception surveys indicated students believed participation helped them to demonstrate competency and build confidence. Additionally, students reported they felt more comfortable clarifying questions during the study groups vs. during class time. Conclusions The impact of study group participation on student exam performance was minimal over the two years of data collection, but there were instances where exam scores were positively impacted. Students perceived value in study group participation even if it did not translate directly to improved exam performance on all exams. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect