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Tone and style in pharmacy course syllabi
Marty Eng1, Jordan Nicholls1, Lindsay Mailloux1
1Cedarville University, Cedarville, OH 45314, United States.
Currents in Pharmacy Teaching & Learning
|December 14, 2017
Summary
Pharmacy syllabi rarely use a warm tone, potentially impacting student engagement and performance. Further research is needed to explore the influence of syllabus style and tone on pharmacy education.
Area of Science:
- Pharmacy Education
- Higher Education Pedagogy
Background:
- Syllabi are integral to pharmacy curricula but their impact remains understudied.
- Research in other fields suggests syllabus style and tone influence student perceptions and outcomes.
Purpose of the Study:
- To describe the cross-sectional pattern in tone and style of pharmacy course syllabi.
- To analyze the characteristics of syllabi used in Doctor of Pharmacy programs.
Main Methods:
- Syllabi were collected from US pharmacy institutions and professional organizations.
- Tone was classified as 'warm' or 'cold' based on established psychological and social work higher education research.
- Syllabus content was coded using QSR NVivo® software for quantitative description.
Main Results:
- Analysis of 141 pharmacy course syllabi revealed a predominantly cold tone.
- Syllabi infrequently utilized components that could enhance their function as learning tools.
- Warm tones and comprehensive learning tool components were rarely observed across analyzed syllabi.
Conclusions:
- Pharmacy course syllabi generally exhibit a cold tone and underutilize their potential as learning tools.
- The tone and style of syllabi may significantly affect student-teacher interactions, professional development, and academic performance.
- Further investigation is warranted to determine the specific effects of syllabus style and tone on pharmacy student learning and engagement.
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