Lockman Paul R, Gaasch Julie A, Borges Karin, Ehlo Alan, Smith Quentin R
Department of Pharmaceutical Sciences, Texas Tech University HSC, Amarillo, Texas 79106-1712, USA.
Am J Pharm Educ. 2008 Apr 15;72(2):39. doi: 10.5688/aj720239.
To implement a model of competency-based education in a basic science competency course using WebCT to improve doctor of pharmacy (PharmD) students' understanding and long-term retention of course materials.
An anatomy-cell biology course was broken down into 23 modules, and worksheets and mirrored examinations were created for each module. Students were allowed to take the proctored examinations using WebCT as many times as they wanted, with each subsequent test containing a new random subset of questions. Examination scores and the number of attempts required to obtain a passing score were analyzed.
Student performance improved with the number of times a module examination was taken. Students who initially had low scores achieved final competency levels similar to those of students who initially had high scores. Score on module scores (didactic work) correlated with scores on practical work
Using WebCT to implement a model of competency-based education was effective in teaching foundational anatomy and cell biology to pharmacy students and could potentially be applied to other basic science courses.
在一门基础科学能力课程中运用网络教学平台（WebCT）实施基于能力的教育模式，以提高药学博士（PharmD）学生对课程材料的理解及长期记忆。
将解剖学 - 细胞生物学课程分解为23个模块，并为每个模块创建工作表和模拟考试。学生可以根据自己的意愿多次参加由监考的网络考试，后续每次考试包含新的随机子集问题。分析考试成绩以及获得及格分数所需的考试次数。
随着模块考试次数的增加，学生成绩有所提高。最初成绩较低的学生最终达到了与最初成绩较高的学生相似的能力水平。模块成绩（理论学习）与实践成绩相关。
运用网络教学平台（WebCT）实施基于能力的教育模式，在向药学专业学生教授基础解剖学和细胞生物学方面是有效的，并且有可能应用于其他基础科学课程。
