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Scaffolded online learning modules for milliequivalency and milliosmolarity.
Tammy Lynn Garren1, Kimberly Skylstad1
1Albany College of Pharmacy and Health Sciences, Albany, NY.
Currents in Pharmacy Teaching & Learning
|August 3, 2018
Summary
Scaffolded online learning modules significantly improved student performance on milliequivalency and milliosmolarity calculations. Students favored these modules for exam preparation, indicating enhanced understanding and confidence in mathematical procedures.
Area of Science:
- Educational Technology
- Health Sciences Education
Background:
- Milliequivalency and milliosmolarity calculations are crucial in healthcare but often challenging for students.
- Traditional teaching methods may not adequately address the conceptual and procedural complexities of these calculations.
Purpose of the Study:
- To enhance student learning of milliequivalency and milliosmolarity concepts and calculations.
- To evaluate the effectiveness of scaffolded online learning modules in improving student performance.
Main Methods:
- Developed two scaffolded online modules focusing on individual equation components, example calculations, and independent practice.
- Modules were assigned prior to in-class lectures and subsequent exams.
- Exam scores and student surveys were used for assessment.
Main Results:
- Students using the scaffolded modules achieved significantly higher overall exam scores compared to those who did not (p < 2.2E-16).
- Significant improvements were observed in two specific milliequivalency questions (p < 7.1E-16).
- Student surveys indicated positive reception and perceived value of the modules for preparation.
Conclusions:
- Scaffolded online learning modules are an effective tool for improving student comprehension and performance in complex calculations.
- This approach enhances preparation for in-class learning and assessments.
- Student feedback supports the integration of such digital tools in health sciences education.
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