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Articles 1 - 11 of 11
Full-Text Articles in Pharmacy and Pharmaceutical Sciences
Effects Of Transition From Closed-Book To Open-Book Assessment On Students’ Scores In A Pharmacokinetics Course, Reza Mehvar, Richard Beuttler
Effects Of Transition From Closed-Book To Open-Book Assessment On Students’ Scores In A Pharmacokinetics Course, Reza Mehvar, Richard Beuttler
Pharmacy Faculty Articles and Research
Closed-book summative assessment of student learning, common in pharmacy education, is challenging to administer in a remote setting due to the need for costly and intrusive monitoring technology. Therefore, open-book assessments without monitoring have been considered an alternative in remote settings. The present study investigated the effects of the transition from in-person closed-book to remote open-book format on the students’ scores in different assessment categories in a Pharmacokinetics course. The students’ performances in the transition cohort (Transition, n = 96) during the in-person and remote periods were compared with those of an in-person cohort (Control, n = 85) during the …
Pace Yourself: Impact Of Covid-19 On Patient-Centered Care Experience, Kristen Wilhite, Mikael D. Jones, Clark D. Kebodeaux
Pace Yourself: Impact Of Covid-19 On Patient-Centered Care Experience, Kristen Wilhite, Mikael D. Jones, Clark D. Kebodeaux
Pharmacy Practice and Science Faculty Publications
(1) Background: The outbreak of the novel coronavirus, COVID-19, forced colleges of pharmacy to implement new online learning methodologies to ensure that students could complete required courses. This transition was especially acute for laboratory simulation courses that require students to practice professional skills. This study aims to compare student assessment performance within a simulation-based laboratory course for students who completed the module prior to and after the online transition. (2) Methods: This study was a retrospective cohort comparison of student outcome performance with two distinct content delivery methods. Students were organized into two tracks at the beginning of the semester …
Laptop Versus Longhand Note Taking In A Professional Doctorate Course: Student Performance, Attitudes, And Behaviors, Shane P. Desselle, Patricia A. Shane
Laptop Versus Longhand Note Taking In A Professional Doctorate Course: Student Performance, Attitudes, And Behaviors, Shane P. Desselle, Patricia A. Shane
Faculty Publications & Research of the TUC College of Pharmacy
Objective: To determine the relationship between longhand note taking versus laptop note taking on pharmacy students’ examination performance and identify differences in attitudes and behaviors as it relates to the note taking process.
Methods: A small group of students consented voluntarily to take longhand notes, doing away with their laptops during portions of the course administered by study investigators. Analyses were conducted on block examination performance, with each student’s score on the first examination serving as a performance benchmark to assess change. Laptop and longhand note takers completed a survey regarding various aspects of their note taking attitudes …
An Analysis Of Psychologist Postdoctoral Psychopharmacology Training Materials For Critiques Of Neurobiological Hypotheses Of Depression's Etiology, Critical Analyses Of The Dsm's Rigor, And For Consumer/Survivor/Ex-Patient Content., Chris William Nicholas Rowe
An Analysis Of Psychologist Postdoctoral Psychopharmacology Training Materials For Critiques Of Neurobiological Hypotheses Of Depression's Etiology, Critical Analyses Of The Dsm's Rigor, And For Consumer/Survivor/Ex-Patient Content., Chris William Nicholas Rowe
Antioch University Full-Text Dissertations & Theses
There is widespread agreement that neurobiology plays a role in psychological distress and that psychiatric diagnosis and associated psychopharmacological interventions can be helpful. However, there are also unresolved issues surrounding the limits of empirical support for current diagnostic criteria, shortcomings in neurobiological explanations of psychopathology, and unanswered questions about the mechanism, safety, and efficacy of psychiatric medications. This has implications for treatment errors which can precipitate negative socio-economic and health consequences, particularly for vulnerable groups like the Consumer/Survivor/Ex-Patient (c/s/x) population. It is for these reasons that the training psychologists receive to prescribe should, in addition to integrating the critiques of …
Improving A Curriculum Through Incremental Changes Based On Programmatic Assessment Results, Batoul Senhaji-Tomza, Suzanne R. Soliman, Paramita Basu
Improving A Curriculum Through Incremental Changes Based On Programmatic Assessment Results, Batoul Senhaji-Tomza, Suzanne R. Soliman, Paramita Basu
Touro College of Pharmacy (New York) Publications and Research
Objectives: To describe implementation of incremental curriculum changes aimed at addressing identified gaps via subjective and objective programmatic assessment in a 2 + 2 curriculum.
Method: After low first-time NAPLEX pass rates for two consecutive class years, subjective and objective assessment of a 2 + 2 curriculum was conducted. The curriculum was benchmarked to the other existing 2 + 2 program. Other assessments that occurred include: intensive course content review, course credit number versus instructional time audit, vertical and horizontal topical sequence revision in the clinical, basic sciences and social and behavioral course sequences, faculty/student feedback and focus groups; outside …
Evaluate To Learn: Integrating Assessment Data To Improve Outcome Of A Didactic Biomedical Science Course, Paramita Basu, John Fisher, Batoul Senhaji-Tomza, Suzanne R. Soliman
Evaluate To Learn: Integrating Assessment Data To Improve Outcome Of A Didactic Biomedical Science Course, Paramita Basu, John Fisher, Batoul Senhaji-Tomza, Suzanne R. Soliman
Touro College of Pharmacy (New York) Publications and Research
Objectives: To describe the evaluation system used to identify curricular issues within a pre-clinical biomedical science course in a Pharm.D program and report the difference in outcome after implementation of the resulting changes.
Method: Course content, sequence of delivery and integration of topics with other courses in the relevant tracks were reviewed to identify discrepancies. Evaluation feedback from students and faculty were obtained from E-value online course evaluation system, and end of course discussion reports. Student performance in the course before and after implementing the recommended changes were compared to assess their effectiveness.
Results: Content duplications and …
Empowering Students With Assessment Data, Jane M. Souza, Karen D.C. Bobak
Empowering Students With Assessment Data, Jane M. Souza, Karen D.C. Bobak
Pharmacy Faculty/Staff Publications
Students’ perspective on assessment may be limited to summative grades for semester performance. However, providing access to data tracking their progress formatively could empower them to be more proactive in preparing for success. Examples of empowering students through access to data will be shared from two campuses. One campus will demonstrate how requiring students to reflect on longitudinal reports of their performance on learning outcomes can assist in targeting their studies. The second campus will exhibit how assessment data can be linked to peer mentoring. Participants will strategize how to engage students actively in the use of assessment data.
Using Embedded Assessments To Track Accreditation Standards And Generate Evidence-Based Curriculum Maps, Jane M. Souza
Using Embedded Assessments To Track Accreditation Standards And Generate Evidence-Based Curriculum Maps, Jane M. Souza
Pharmacy Faculty/Staff Publications
St. John Fisher College mined existing course-level assessments to address accreditation standards at the course, curricular, and student levels. This presentation demonstrated a strategy for coding existing test bank items to correspond to learning outcomes and accreditation standards and then using the data for multiple audiences. It also exemplified how an existing rich data source can simultaneously track student longitudinal progress, test bank item performance, and density of curriculum coverage. Strategies are offered to implement this embedded assessment approach to evidence-based curriculum mapping.
Embedded Assessment And Evidence-Based Curriculum Mapping: The Promise Of Learning Analytics, Jane M. Souza
Embedded Assessment And Evidence-Based Curriculum Mapping: The Promise Of Learning Analytics, Jane M. Souza
Pharmacy Faculty/Staff Publications
At Wegmans School of Pharmacy, we have adopted an embedded assessment approach to curriculum mapping and data collection on student learning outcomes achievement. In essence, we capture the data from the course level exams that our faculty members craft to measure student learning.
Work Placement Blogs To Harness Diverse Learning Experiences And Foster A Community Of Practice, Julie Dunne
Work Placement Blogs To Harness Diverse Learning Experiences And Foster A Community Of Practice, Julie Dunne
Conference papers
Students on work placement will have very different experiences from each other, however they are generally not connected to their peers, but working with professionals under the guidance of a college tutor. Therefore during placement they are not formally supported by peers and cannot learn from the diverse range of activities their peers will experience. An active learning community and a sense of connectedness to others are critical to real learning (LaPointe, 2008), while learning through participation in a community of practice involves sharing experiences and discovering how to improve by regularly interacting with peers (Wenger, 2002). The aim of …
Resource Pack On Curriculum Design And Assessment To Promote Effective Learning., Christine O'Connor
Resource Pack On Curriculum Design And Assessment To Promote Effective Learning., Christine O'Connor
Other resources
This resource pack is an overview of current considerations for academics designing programmes for third level education. The changing demographic of third level students along with employers’ demands has resulted in programme development with a focus on skills basis (Hyslop-Margison, 2001) to support a knowledge based society. The rationale behind the changes in curriculum design is introduced and further focus is emphasised in the areas of curriculum design models, assessment models and evaluation models. Examples of innovative curricula and assessment models in third level chemistry education will be incorporated during the pack which may be applied across other disciplines.