Cheang Kai I
Department of Pharmacy, Virginia Commonwealth University, Richmond, VA 23298-0533, USA.
Am J Pharm Educ. 2009 May 27;73(3):42. doi: 10.5688/aj730342.
To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program.
The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated.
Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains.
The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.
在药学博士（PharmD）项目中开发、实施并评估一种以学习者为中心的三年级药物治疗课程教学方法。
根据以学习者为中心的方法对药物治疗课程进行了重新设计。在课程前后对学生进行学习动机策略问卷（MSLQ）调查，并评估MSLQ各分量表相对于基线的变化。还评估了学生对以学习者为中心的方法的反应以及与MSLQ分数相关的特征。
与基线相比，学生在学习本课程后，其内在目标导向、学习信念控制、自我效能感、批判性思维和元认知自我调节能力均有所提高。学生对以学习者为中心的方法反应积极。此外，具有临床实践职业导向或经常为课程做准备的学生在几个MSLQ领域得分更高。
以学习者为中心的方法在促进三年级药物治疗课程的多个动机和学习策略领域方面是有效的。
