The effect of repeated testing of pharmacy calculations and drug knowledge to improve knowledge retention in pharmacy students

Coker, Adeola O.; Lusk, Kathleen A.; Maize, David F.; Ramsinghani, Sushma; Tabor, Regina A.; Yablonski, Elizabeth; Zertuche, Alejandra

doi:10.1016/j.cptl.2018.08.019

Cited by 16 publications

(4 citation statements)

References 20 publications

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“…However, learners can also choose to test themselves as a learning strategy. Unfortunately, research indicates that, on the whole, learners use this strategy only rarely; students often prefer less efficacious strategies, like re-reading (Karpicke et al, 2009 , EL: 5; Kirk-Johnson et al, 2019 , EL: 5), including learners in the health sciences (Coker et al, 2018 ; EL: 5; Jouhari et al, 2016 , EL: 5; Piza et al, 2019 , EL: 5). Further, even those who do employ testing might do it for other reasons—for instance, to assess what they have learned from other study activities rather than as a learning activity in its own right (Hartwig & Dunlosky, 2012 , EL: 5; Kornell & Son, 2009 : EL 5).…”

Section: Training People To Use Retrieval Practicementioning

confidence: 99%

“…First, they may be aware of the benefits of testing but do not implement it because of the required time and effort and other costs (see also Nokes-Malach et al, 2022 ). For example, Coker et al, ( 2018 , EL: 5) found that 90% of surveyed pharmacy students believed their learning would benefit from regular retrieval practice, but only 60% engage in it. Second, students may not have been taught beneficial learning strategies to begin with: Piza et al, ( 2019 , EL: 5) found that the majority of the health profession faculty they surveyed held misconceptions about evidence-based study practices.…”

Section: Training People To Use Retrieval Practicementioning

confidence: 99%

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Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

et al. 2023

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Although tests and assessments—such as those used to maintain a physician’s Board certification—are often viewed merely as tools for decision-making about one’s performance level, strong evidence now indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving targeted information from memory strengthens the ability to use it again in the future, known as the testing effect. We review meta-analytic evidence for the learning benefits of testing, including in the domain of medicine, and discuss theoretical accounts of its mechanism(s). We also review key moderators—including the timing, frequency, order, and format of testing and the content of feedback—and what they indicate about how to most effectively use testing for learning. We also identify open questions for the optimal use of testing, such as the timing of feedback and the sequencing of complex knowledge domains. Lastly, we consider how to facilitate adoption of this powerful study strategy by physicians and other learners.

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Section: Training People To Use Retrieval Practicementioning

confidence: 99%

Section: Training People To Use Retrieval Practicementioning

confidence: 99%

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

et al. 2023

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“…Interestingly, spacing of repeated practice opportunities has been shown to positively influence the retention of drug names in pharmacy students. Closely spaced quizzes on brand and generic drug names have been reported to improve long-term retention of drug information (Terenyi, Anksorus & Persky, 2019) and a repeated testing strategy is perceived by students to strongly improve their longterm knowledge (Coker et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student performance and perspective on repeated top drug information assessments in a pharmacy skills laboratory course

Rao,

Perry

2023

Pharm Educ

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Background: A weekly drug quiz policy was implemented in a pharmacy skills laboratory course. Objective: To examine student performance and perspective on weekly top drug information assessments. Methods: Students in the second- and third-professional year of the pharmacy programme were assessed on top drug information through weekly drug quizzes and a final top drug exam in their respective pharmacy skills lab courses. Correlation between student performance in drug quizzes and major assessments in their pharmacy coursework was measured using the Spearman rank correlation analysis. Statistically significant change in student opinion through the term was determined using the Wilcoxon signed rank test. Results: Student scores on weekly quizzes and the final drug exam ranged between 85-99%. A strong positive (ρ ≥ 0.7), significant (p < 0.001) correlation was observed between student performance on their drug information assessments and their scores in all pharmacy courses. Within the second-professional year, a significant improvement (17.7%) in students’ perceived ability for the weekly quizzes to positively impact their course grades in the modules (p = 0.03). Student confidence in matching brand/generic drugs and identifying drugs’ therapeutic classes improved over the term (p < 0.01). Conclusion: Students were overall accepting and had a predominantly positive perspective regarding the repeated top drug information assessment policy.

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“…1 There are a variety of course designs [2][3][4][5] and assessment models 5,6 for calculations. We first attempted to improve student performance and reverse the trend by using evidence-based educational practices such as incorporating a flipped classroom approach 7 and repeated testing of calculations, 8 but saw no appreciable impact. The teaching team probed our experiences to identify the underlying problem; we hypothesized that some students may lack basic problem-solving and algebraic skills and could benefit from some form of basic skills development prior to our course.…”

Section: Introductionmentioning

confidence: 99%

Identifying Low Pharmaceutical Calculation Performers Using an Algebra-Based Pretest

Aronson

Eddy

Long

et al. 2022

American Journal of Pharmaceutical Education

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Objective. To determine if a pretest assessing algebra-based problem-solving skills could aid in identifying those who may underperform in calculations course assessments and if this provides additional value beyond pre-admission and demographic characteristics. Methods. Student pharmacists were screened for algebraic problem-solving skills using an 18-item pretest taken the semester prior to a course containing pharmaceutical calculations content. These scores were compared to later performance on pharmaceutical calculations assessments. Linear regression models were computed to determine the relationship between pretest scores and pharmaceutical calculations performance, after controlling for pre-admission factors and demographic characteristics. Results. The median pretest score was 15 out of 18 possible points, with scores ranging from 5 to 18 correct. After controlling for age, gender, ACT scores, and high-school GPA, scores on the algebra-based, word-problem pretest were associated with performance on pharmaceutical calculation assessments. Conclusion. This research demonstrates the ability of a pretest, aimed at identifying deficiencies in algebraic problemsolving skills, to identify those at risk of failing to obtain mastery of pharmaceutical calculations, even after controlling for demographics, prior grades, and prior standardized test scores. Identifying these students is a first step towards implementing tailored interventions to improve students' algebra-based word problem skills in order to prevent deficiencies in pharmaceutical calculations mastery before class even begins.

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The effect of repeated testing of pharmacy calculations and drug knowledge to improve knowledge retention in pharmacy students

Cited by 16 publications

References 20 publications

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

Student performance and perspective on repeated top drug information assessments in a pharmacy skills laboratory course

Identifying Low Pharmaceutical Calculation Performers Using an Algebra-Based Pretest

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