During the 2008-2009 academic year, the Curriculum Committee assessed three incentives to enhance student evaluation completion: 1) a shortened evaluation form with fewer questions, 2) offering class time to complete the evaluations, or 3) permitting students who completed all evaluations to drop their lowest quiz score. Our college was experiencing low rates of student end-of-course evaluations usually ranging from 20-30%. Objectives: Student evaluations of courses and instructors are essential components of assessment. Peverly, University of Illinois at Chicago, Suzanne M. DiDomenico, University of Illinois at Chicago, Susan L. Briars, University of Illinois at Chicago, Robert J. Francis Schlemmer, University of Illinois at Chicago, Leslie A. ![]() Implications: PHRD 307 is an effective course at improving student's factual knowledge of anatomy and physiology and could serve as a model for programs considering removing anatomy and physiology from the professional curriculum.Īssessing Strategies to Encourage Student Completion of Course and Instructor Evaluations. Post test score averages (61.5%) were higher than those reported nationally (52% and 54% for students at 2 and 4 year institutions respectively) by HAPs. Comparison of pre- and post-test scores show a statistically significant increase in performance after completion of PHRD 307 (p<0.0001). The post course class mean was 61.54 ± 8.92%. Results: The pre-course class mean on this exam was a 45.61 ± 9.08 %. Pre- and post course anatomy and physiology knowledge was assessed using a nationally available, standardized, comprehensive anatomy and physiology exam developed by the Human Anatomy and Physiology Society (HAPS). In each block students are required to take an initial formative assessment, complete related out of class self-directed learning assignments based on their formative assessment performance, and eventually apply their knowledge in small group, workshop based clinical case scenarios. ![]() The course is subdivided into 8 organ system based blocks. Method: The Applied Biomedical Sciences Workshop is designed to teach students to self-assess, remediate and ultimately apply their knowledge of anatomy and physiology in preparation for advanced pharmacotherapy course work. Objectives: The purpose of this study was to determine the effectiveness of a newly designed, 3 credit hour case based learning course (PHRD 307) to improve the overall knowledge of P-1 students who completed 8 credit hours of required pre-pharmacy work in anatomy and physiology. Culhane, College of Notre Dame of Maryland, Marina Benova, College of Notre Dame of Maryland. With the exception of the negative correlation between age and academic performance in the first two years, the results were consistent with previous research on predictors of academic performance in non-accelerated programs with traditional curricular design.Īpplied Biomedical Sciences Workshop (PHRD 307): Replacing Anatomy and Physiology in the Professional Curriculum. community college) nor the number of credit hours earned in the preceding 4 years correlated with academic performance while age and pre-requisite science GPA did. Implications: Neither type of institution (4-year college or university vs. Assessment scores for third-year students correlated only with second-year assessment scores. other types) correlated with academic performance in the first year only. The type of pre-pharmacy degree obtained (basic science or medical vs. Results: Science prerequisite GPA had a positive significant correlation and age had a negative significant correlation with assessment scores for first- and second-year students. ![]() Methods: A retrospective regression analysis was performed using admissions and demographic data (GPA, type of institution, student age, type of pre-pharmacy degrees obtained, and number of recent credit hours), and student assessment scores for students enrolled between Fall 2005 and June 2009. The purpose of this study was to determine whether admission criteria used at most colleges of pharmacy correlate with academic performance in an accelerated entry-level college of pharmacy that utilizes a block curricular design. It is unclear whether these factors still correlate when applied to a 3-year program or when students focus on one topic at a time. Objective: Several studies have found science GPA and PCAT scores to correlate with academic performance in a doctor of pharmacy program. Metzger, University of Southern Nevada, Michael H. Unni, University of Southern Nevada, Jin Zhang, University of Southern Nevada, Christine Bridgen, University of Southern Nevada, Thomas G. Rajan Radhakrishnan, University of Southern Nevada, Katherine Smith, University of Southern Nevada, Elizabeth J. Admissions Criteria and Predictors of Success in an Accelerated Pharm.D.
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