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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Student perceptions of digital badges in a drug information and literature evaluation course
Jay R Fajiculay1, Bhavini T Parikh2, Casey V Wright3
1US Food and Drug Administration, 10903 New Hampshire Ave, Silver Spring, MD 20993, United States.
Background And Purpose:
The purpose of this article is to describe student perceptions of implementation of digital badges in a drug information and literature evaluation course.
Educational Activity And Setting:
Two digital badges were developed as voluntary learning opportunities. Student perceptions were obtained through pre- and post-survey instruments consisting of selected questions from the Motivated Strategies for Learning Questionnaire.
Findings:
The response rate was 69% (106/153). At baseline, 53% of respondents agreed that digital badges could help them better understand course material. More students agreed they would share earned digital badges on LinkedIn (68%) than Facebook (19%). Most students who earned digital badges agreed that badges helped increase their confidence in course material (73%), focus on specific learning objectives (55%), look deeper into course competencies (64%), and were a useful adjunct to the traditional teaching method (82%).
Discussion And Summary:
Digital badges were perceived by students as a positive adjunct to learning and may provide a novel mechanism for development of an electronic skills-based portfolio.
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