Design and implementation of a molecular imaging elective for third-year pharmacy students

Whitman, Christopher; Kamath, Sainath; Lawrence, Shelby; Whisenant, David; Sport, Susannah; Sidwell, Walter; Mitchell, Adam; Osbourne, Easton; Bolina, Jasleen; Gill, Kristina; Finley, Christopher; Lambson, David; Wood, Trent; Panizzi, Jennifer R.; Blackwell, Kristina T.C. Panizzi-Woodley; Panizzi, Peter

doi:10.1016/j.cptl.2019.11.006

Cited by 2 publications

(4 citation statements)

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“…12,15,16 Frequently, the description of survey results included the survey questions and student responses. 12,15,18,23,27,[31][32][33][34][38][39][40][41][42][43][44] Depending on the research question there may be a need to administer a pre-and a postsurvey. This may be particularly important when the survey measures changes from a baseline prior to the intervention.…”

Section: Resultsmentioning

confidence: 99%

“…In the presentation of evaluation scores, various studies provided different metrics, such as one score that averaged all items regarding the instructor 20,21 or the course; 20,26,32 average scores for different items regarding the course 24,28,29,32 or both the course and the instructor; 25,36,49 or average scores for one item regarding the course. 15,30 In the presentation of student comments the main approaches were to provide a summary of the comments, 20-22, 24, 26, 30 excerpts from the comments, 25,26,28,29,44 or both. 49 One study, which collected student evaluations from seven years, conducted a qualitative thematic analysis to excerpts from student evaluations 29 as mentioned above for responses to free-text items in surveys.…”

Section: Resultsmentioning

confidence: 99%

“…Several studies mentioned not only the positive student comments but also the negative or opportunities for course improvement. 20,24,25,44 From a SoTL perspective, there may be greater significance to information that stems from student responses to free-text items compared to numerical values. The reason is two-fold: First, free text yields much richer data that can help identify causes or rationale.…”

Section: Resultsmentioning

confidence: 99%

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An Integrative Review of Approaches Used to Assess Course Interventions

Klausner

Persky

2023

American Journal of Pharmaceutical Education

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The objectives of the review are to (1) describe the utility of approaches used for the assessment of course interventions in pharmacy education; and (2) provide recommendations that may guide faculty members in their future scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions. Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Current in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative-and qualitative methods, pre-and post-test, and learning analytics. Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts, are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre-and a post-test. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of a course intervention.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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An Integrative Review of Approaches Used to Assess Course Interventions

Klausner

Persky

2023

American Journal of Pharmaceutical Education

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“…Several methods have been proposed as ways of enhancing teaching and learning. These include exercises based on class lectures, surveys complementing lectures, monitored excursions, group tasks, practical demonstrations, gamification, concept maps, mock trial, written summary reports and formal group presentations in class (Rosenberg et al, 2018;Whitman et al, 2020) and visual thinking (Hill & Talluto, 2006;Moorman et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

A visual thinking strategy enhances an undergraduate human physiology course offered by a Peruvian Pharmacy and Biochemistry School

et al. 2022

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Background: This study focuses on enhancing student success in an undergraduate human physiology course offered by the Department of Pharmacy and Biochemistry at the National University of Trujillo (UNT), Peru. This study was motivated by a retrospective view of student performance during the academic years 2008 to 2016, in which only a low percentage of students were able to successfully pass the course. Method: In 2017, a questionnaire on visual-auditory-kinesthetic learning styles (VAK) revealed that the predominant learning style among students was visual-auditory. Thus, a Visual Thinking student-centred learning strategy was tested and implemented. Results: A noticeable improvement in student success, class participation, and student engagement were observed and linked to the novel learning system adopted. Also, Visual Thinking allowed students to engage in activities that make visible the processes of their creative thinking by laying their ideas graphically, rather than merely showing the conclusions of their thinking.

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Design and implementation of a molecular imaging elective for third-year pharmacy students

Cited by 2 publications

References 15 publications

An Integrative Review of Approaches Used to Assess Course Interventions

An Integrative Review of Approaches Used to Assess Course Interventions

A visual thinking strategy enhances an undergraduate human physiology course offered by a Peruvian Pharmacy and Biochemistry School

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