同行指导作为药房课程中的另一种主动学习教学方法
Andrew M Straw1, Justin W Cole1, Kalista McGuire1
1Cedarville University School of Pharmacy, Cedarville, OH, USA.
同行指导 (PI) 显著改善了学生在药学学校对药物治疗问题的反应. 这种积极学习策略在所有课程年份都提高了正确答案,显示了其在教学教育中的有效性.
科学领域:
- 药房教育 教育 药房教育
- 积极学习策略 积极学习策略
- 药物治疗教育 药物治疗教育
背景情况:
- 药学博士课程的传统教学教育在吸引学生学习复杂的药物治疗概念方面经常面临挑战.
- 积极学习教学方法越来越多地被认为具有提高知识保留和应用在健康科学中的潜力.
- 同行指导 (PI) 提供一种协作式的学习方法,可以促进更深入的理解和批判性思维.
研究的目的:
- 评估同行指导 (PI) 的有效性,作为一个积极的学习教学,以提高学生在药理学博士课程中的药理学概念的表现.
- 确定PI是否可以在整个药学教育的教学阶段提高概念测试正确答案的百分比.
主要方法:
- 同行指导 (PI) 被整合到三个学年三个核心药房实践课程.
- 概念测试旨在评估知识的应用,进行两次:在同行讨论之前和之后.
- 用McNemar的测试和描述统计数据分析了学生的答案,以量化正确答案的变化.
主要成果:
- 在所有参与的学生中 (N=144),概念测试正确答案的百分比在同行讨论后从51.2%大幅增加到90.4%.
- 这种改进在药学博士课程的所有三年中都得到了持续的观察.
- 曾经接触过PI的队列表现出更大的收益,表明该策略的累积收益.
结论:
- 同行指导 (PI) 是一种有效的积极学习策略,用于提高学生对药学教育中的药物治疗概念的理解和正确反应.
- 实施PI不需要对现有的课堂基础设施进行重大改变,使其成为一个实用的教学工具.
- PI显示承诺作为一种有价值的方法,以提高药学博士课程的教学学习成果.
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