Student Knowledge and Confidence in an Elective Clinical Toxicology Course Using Active-Learning Techniques

Abstract

Objective. To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Design. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. Assessment. A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest. Conclusions. Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.

Effectiveness of PBL methodology in a hybrid dentistry program to enhance students’ knowledge and confidence. (a pilot study)

“…Dental students must be self-confident of their knowledge to make the appropriate decisions for their patients [ 5 , 6 ]. Poor alignment of knowledge and confidence results in either under confident or overconfident practitioners posing a threat to patients [ 7 , 8 ].…”

“…The kinship of confidence and knowledge is known to accelerate the learning process, thereby improving student performance and competence. Literature search reveals few studies showing active learning techniques to enhance knowledge and confidence of health profession students [ 7 , 16 , 17 ], but no studies were found evaluating the effectiveness of PBL methodology to enhance both knowledge and confidence, specifically in a dentistry setting either at the curriculum or a single course level. In order to address this lacuna, a pilot study was conducted at a single course level of Head and Neck Anatomy in the College of Dentistry, Princess Nourah bint Abdulrahman University (CD-PNU).…”

Student Evaluation of Online Pharmaceutical Compounding Videos

“…8,9 Several studies looked cm5centimeters; P15first year-pharmacy students; P25second-year pharmacy students; P35third-year pharmacy students specifically at the effects of technology on learner selfconfidence. 10,11 The analytical assays did not indicate any differences in the overall API accuracy between groups that used the more limited video library of version 2.0 compared to the complete library in version 3.0. It was anticipated that the number of students compounding a preparation correctly on the first attempt might increase with the addition of more videos and the integration of interactive questions.…”

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

“…Nationally, schools of pharmacy have placed an important emphasis on the development of courses that encourage critical thinking and literature analysis by learners. [54][55][56][57][58][59] The 2011-2012 Argus Commission, composed of the past five presidents of the American Association of Colleges of Pharmacy (AACP), was specifically tasked with developing strategies to increase an attitude of inquisitiveness and scholarly thinking in pharmacists. 60 Similarly, the combined report of the 2005-2006 Argus Commission and various committees suggested that "problem-based learning and case discussion exercises are learning formats which stimulate problem-solving and critical thinking skill development."…”