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Evaluating the relationship between general health vocabulary and student achievement in pharmacology
Shirley-Anne Boschmans1, Paul Webb2
1Department of Pharmacy, Faculty of Health Sciences, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.
Objective:
To determine whether achievement in pharmacology is related to students' general health vocabulary knowledge.
Methods:
Students registered for the pharmacology modules in the second (n=117), third (n=54), and fourth (n=41) years of the bachelor of pharmacy degree program completed a general health vocabulary assessment. Results of the vocabulary assessments in Pharmacology 3 and Pharmacology 4 were used to determine the effects of academic progression. Grades in the summative Pharmacology 2 examination served as indicators of achievement in pharmacology. Focus group sessions were held with a convenience sample of Pharmacology 2 (n=12), Pharmacology 3 (n=10), and Pharmacology 4 (n=5) students.
Results:
A significant, positive correlation between Pharmacology 2 grades and vocabulary assessment scores was demonstrated. Student perceptions revealed during focus group interviews were that poor pharmacy-related vocabulary knowledge impacted their ability to learn pharmacology.
Conclusion:
Achievement in pharmacology correlated positively with vocabulary knowledge (p=0.031) among a South African, multilingual student cohort in a setting where English is used in teaching and thus is imperative for learning.
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