一种混合方法的方法,以重复的形成性评估及时反的药学博士的药学学生的教学感知
Kimberly A Pesaturo1, Diptiman D Bose2
1College of Pharmacy and Health Sciences, Western New England University, 1215 Wilbraham Rd, Springfield, MA 01119, United States.
Currents in pharmacy teaching & learning
|July 20, 2024
概括
药学博士 (PharmD) 学生从重复的形成性评估中感觉到小到中等的好处. 这些评估对知识,参与,反和信心产生了积极的影响,有助于他们的学习之旅.
科学领域:
- 药房 教育 教育 药房 教育
- 医学教育 医学教育
- 高等教育中的评估.
背景情况:
- 形成性评估对于学生的学习至关重要.
- 药学博士 (PharmD) 学生对重复形成性评估的看法仍然未被充分探索.
研究的目的:
- 调查PharmD学生对重复形成性评估的看法,并及时反.
- 评估形成性评估对学生学习在PharmD课程的影响.
主要方法:
- 采用混合方法方法,包括四项调查和定性访谈.
- 第三年PharmD学生在两个连续课程中接受了五次形成性评估.
- 课程前和课程后的对调查评估了对知识,参与,反和信心的看法.
主要成果:
- 调查项目的很大一部分 (58.3%) 显示了小到中等的积极效应大小.
- 一些项目显示中等到强 (8.3%) 和强 (4.17%) 的积极效应大小.
- 定性面试揭示了"思考"",批评"",帮助"和"有帮助"的主题.
结论:
- 药学博士生普遍认为,从重复的形成性评估中获得的益处小到中等.
- 该研究强调了形成性评估对关键学习领域的积极影响,尽管很小.
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