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Using Artifacts and Qualitative Methodology to Explore Pharmacy Students' Learning Practices.

Ruth Edwards1, John I'Anson2

  • 1Aston University, Aston Pharmacy School, School of Life and Health Sciences, Birmingham, United Kingdom.

American Journal of Pharmaceutical Education
|April 16, 2020
PubMed
Summary
This summary is machine-generated.

This study used artifacts to understand pharmacy students' learning. Findings revealed key themes in their study practices, rituals, knowledge, motivation, and learning approaches.

Keywords:
artifactslearningpharmacypracticesqualitative methods

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Area of Science:

  • Pharmacy Education
  • Qualitative Research Methods

Background:

  • Understanding student learning is crucial in pharmacy education.
  • Pharmacy curricula are complex, requiring specific learning strategies.

Purpose of the Study:

  • To explore pharmacy students' perceptions of learning.
  • To investigate their learning practices and mastery assumptions.
  • To examine the role of artifacts in understanding student learning.

Main Methods:

  • Qualitative, semi-structured interviews with Master of Pharmacy students.
  • Participants brought artifacts representing their learning experiences.
  • Thematic analysis of interview data using mind mapping.

Main Results:

  • Identified five themes: study practices, learning rituals, pharmacy knowledge, motivation, and learning methods.
  • Affective dimensions of learning emerged as a significant theme.
  • Artifacts provided deep insights into student study practices.

Conclusions:

  • Artifacts offer valuable perspectives on pharmacy students' learning.
  • Qualitative methods effectively reveal learning practices and curriculum negotiation challenges.
  • This approach enhances understanding of student learning in pharmacy programs.