Pharmacy students' perception of a modified supplemental instruction program

Mosley, Anita; Maize, David F.; LaGrange, Lila P.

doi:10.1016/j.cptl.2012.12.003

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…While the SI programme is well-described in The Leader's Guide to Supplemental Instruction (The Curators of the University of Missouri, 2014), examples of SI organisation in pharmacy and nursing curriculum are lacking. Additionally, many interventions described as SI in the literature are modified, thus making it difficult to compare findings between studies Mosley, Maize, & LaGrange, 2013;Owens, Rainey, Tucker, & Edmunds, 2018). A special adaption of SI for this study involved sessions always being arranged by two SI leaders.…”

Section: Organisation Of the Si Programmementioning

confidence: 99%

“…The low and rapidly decreasing attendance at SI sessions during the courses necessitates a discussion regarding whether at least some of the sessions should be compulsory to familiarise students with the model before they take an active standpoint on whether or not to attend SI. Mosley et al (2013) argue that mandatory attendance may be required due to a high number of students not seeking academic assistance. However, this notion is not aligned with some of the main principles for SI (i.e.…”

Section: Organisation Of the Si Programmementioning

confidence: 99%

“…However, within pharmacy or nursing education, the literature on both the implementation and evaluation of SI remains limited. Furthermore, certain educational interventions might be presented as SI but ultimately fail to comply with the aforementioned characteristics of the programme (Forester, Thomas, & McWhorter, 2004;Mosley, Maize, & LaGrange, 2013). As point out: What is called SI in one circumstance is not necessarily the same intervention as SI in another circumstance.…”

Section: Introductionmentioning

confidence: 99%

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Supplemental Instruction. Volume 3: Organisation and Leadership

Strømmen-Bakhtiar¹,

Helde²,

Suzen³

2021

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book examines different aspects of SI in organizations and leadership, including surveys of Supplemental Instruction programs in Europe, how SI sessions should be organized, the degree to which SI improves retention rates and exam results, SI and learning leadership and leadership development, benefits of being a member of an SI team and employability, SI implementation in healthcare education and virtual students’ attitudes towards SI online. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Student Learning Processes”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

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Section: Organisation Of the Si Programmementioning

confidence: 99%

Section: Organisation Of the Si Programmementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Supplemental Instruction. Volume 3: Organisation and Leadership

Strømmen-Bakhtiar¹,

Helde²,

Suzen³

2021

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“…Despite the established benefits of SI programs in pharmacy education, a consensus on SI session design and best practices for execution remains unexplored. SI or other peer-led study sessions describe variability in perceived attendee benefit as well as programmatic and session design formats (Collier et al, 2022;Mosley et al, 2013;Varshney & Mason, 2019). Additionally, the assessment of session effectiveness independent of which strategies are used in SI sessions (e.g., self-assessment methods, active learning, and technology integration) is a present gap in the landscape of SI literature.…”

Section: Introductionmentioning

confidence: 99%

An operational solution to supplemental instruction session design and quality control

Sowell,

McInturff,

Collier

2023

Pharm Educ

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Background: Supplemental Instruction (SI) is a peer-led academic support program and form of pre-remediation assistance. One challenge to SI adoption is the absence of session design recommendations and mechanisms of quality control. Herein, a data-informed operational framework is presented resulting in consistent weekly session design and an increase in collaboration between SI leaders and their course faculty. Methods: Sessions in the fall of 2020 were hosted on Zoom in support of a Microbiology and Immunology course. Greater than 44% of program year one (PY1) students voluntarily attended an SI session. Pre-and post-quiz assessments used Mentimeter, an audience polling platform. Results: A mean of 25.2% aggregate performance improvement was found between the pre-quiz and post-quiz assessment data. Conclusion: The quiz assessment results immediately informed personalised content review during each session and empowered feedback integration between the peer leader and faculty. The framework described improves a well-established program and is widely adaptable to any course offering.

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