在两个药房机构的一年级学生中发现了数学技能缺陷
Laura M Frankart1, Kamila A Dell2, Abigale T Matulewicz1
1Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy and Outcomes Science, Richmond, VA, USA.
American journal of pharmaceutical education
|June 28, 2025
概括
入学药房学生表现出不同的数学技能,在转换方面表现最低. 这凸显了需要有针对性的支持,以确保药房实践的基础数学能力.
科学领域:
- 药房 教育 教育 药房 教育
- 数学评估的数学评估.
- 学生的准备能力 学生的准备能力
背景情况:
- 药房课程需要强大的数学基础来准确计算药物.
- 入学药学学生的基础数学能力可能会有很大的差异.
- 识别这些变异对于开发有效的学术支持至关重要.
研究的目的:
- 评估两所美国机构新来的学生药剂师的数学能力.
- 为了确定这些学生的数学优势和弱点的特定领域.
主要方法:
- 在四年内,对922名一年级药学学生进行了基线数学评估 (BMA).
- 该BMA涵盖了与药房计算相关的基本数学原理.
- 学生调查收集了有关先前数学经验和自我感知能力的数据.
主要成果:
- 平均BMA分数为73.8%,学生和机构之间存在显著差异.
- 学生在圆,分数/小数和比例方面表现出色,但在转换方面遇到了困难 (29.7%的表现).
- 母语英语的人表现明显更好;自我评分与评估表现相关.
结论:
- 入学药房学生表现出不同的数学能力水平.
- 转换代表了一个关键的弱点,需要教育方面的关注.
- 这些发现为课程开发和药学教育中的学生支持策略提供了信息.
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