Longitudinal Changes of Deep and Surface Learning in a Constructivist Pharmacy Curriculum

Area of Science:

• Pharmacy Education
• Educational Psychology
• Learning Strategies

Background:

• Utrecht University's Pharmacy program utilizes an educational model for deep, self-regulated learning.
• The effectiveness of this model in achieving its objectives was previously unknown.

Purpose of the Study:

• To assess longitudinal changes in student learning processing and regulation strategies.
• To evaluate these changes during progression through a constructivist-based curriculum.

Main Methods:

• The Inventory of Learning patterns of Students (ILS) measured processing strategies (deep, stepwise, concrete), regulation strategies (self- vs. external), and learning conceptions.
• Longitudinal data from 90 students across bachelor (years 1/2) and master (years 4/5) phases were analyzed.

Main Results:

• Deep processing (critical thinking, ES=0.94), stepwise processing (analyzing, ES=0.55), and concrete processing (ES=0.78) significantly increased.
• These changes correlated with a constructivist view of learning and a substantial increase in self-regulating strategies (ES=0.75).

Conclusions:

• The six-year undergraduate Pharmacy program effectively fosters deep and self-regulated learning strategies.
• The curriculum's constructivist principles appear to mediate the development of these essential learning skills in pharmacy students.