Study Behaviors Associated with Student Pharmacists’ Academic Success in an Active Classroom Pharmacy Curriculum

Abstract

Objective. To identify the specific study behaviors that promoted student pharmacists' success in an active-learning pharmacy curriculum. Methods. The Washington State University College of Pharmacy and Pharmaceutical Sciences implemented an active-learning, flipped classroom model for instruction to equitably deliver course content to Doctor of Pharmacy students on both its main and extended campuses. Students' ability to adapt to the new model and its impact on their study behaviors were unknown. A qualitative descriptive design that included semi-structured interviews was applied to evaluate the study behaviors of high-performing students. The study sample included 13 third and fourth professional year pharmacy students in the top 20% of their respective classes. Results. Interview responses were unaffected by baseline demographics such as gender and year of graduation. Content analysis generated five primary themes related to the behavioral strategies used by high performers: preparing for class, preparing for testing, seeking help, knowing yourself, and building on strengths. These were mapped to the four tenants of Wenger's social learning theory in the representation of findings: learning as doing, learning as belonging, learning as becoming, and learning as experience. Conclusion. High-performing students demonstrated a refined ability to select and modify study behaviors that aided in their academic success, demonstrating a high degree of metacognition. The results of this research may assist pharmacy faculty members in identifying critical elements for success of students enrolled in pharmacy programs using an active learning model.

Comparison of student pharmacists’ academic performance with and without required attendance in a pharmacotherapy course

“…The course of studies at WSU CPPS includes four years: three years of didactic coursework and one year of experiential learning. WSU CPPS utilises a flippedclassroom, active-learning model that has been described previously (Remsberg et al, 2014;Bray et al, 2017;McKeirnan et al, 2020). Briefly, students are expected to engage with pre-class materials, attend a live active learning class session twice weekly for two hours, and then re-engage with materials independently after class.…”

Changes in Pharmacy Students’ Self-Reported Learning Strategies Across a Four-Year Doctor of Pharmacy Program

“…7,8 Additionally, well-designed class preparation materials for an active learning classroom can promote self-directed learning and completion of these preparatory materials has been associated with academic success. 9,10 The University of California San Francisco (UCSF) School of Pharmacy emphasizes application-based learning using a scientific mindset. Students are expected to think critically and actively participate in their learning.…”