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Implementation and initial evaluation of an exam self-reflection process.

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Pharmacy students found the exam self-reflection process beneficial for improving understanding and test-taking skills. This standardized review approach positively impacted their confidence and identification of knowledge gaps.

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Area of Science:

  • Pharmacy education
  • Pharmacotherapeutics
  • Student assessment

Background:

  • Implementing standardized exam review processes is crucial for enhancing student learning in Doctor of Pharmacy (PharmD) programs.
  • Assessing student perceptions provides valuable insights into the effectiveness of educational interventions.

Observation:

  • A mandatory exam self-reflection form was implemented for second-year PharmD students scoring below 73% in pharmacotherapeutics courses.
  • A survey assessed student opinions on the self-reflection process, achieving a 95% response rate.

Findings:

  • The majority of students (92%) found the self-reflection process beneficial and important.
  • High satisfaction rates were reported for improved understanding (97%), confidence (91%), and knowledge gap identification (88%).
  • Students also noted positive impacts on remediation exam preparation (85%) and scores (79%).

Implications:

  • The exam self-reflection process is positively perceived by students, suggesting its value in pharmacy education.
  • Further research should quantitatively evaluate the impact of this review approach on student performance.
  • This model can inform the development of similar assessment and feedback strategies in other courses.