患者评估课程的重新设计与评估。
Redesign and evaluation of a patient assessment course.
机构信息
University of Connecticut School of Pharmacy, CT ,USA.
出版信息
Am J Pharm Educ. 2009 Nov 12;73(7):133. doi: 10.5688/aj7307133.
OBJECTIVES
To redesign a patient assessment course using a structured instructional design process and evaluate student learning.
DESIGN
Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics.
ASSESSMENT
Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% + or - 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response.
CONCLUSION
The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum.
目的
使用结构化教学设计过程重新设计患者评估课程，并评估学生的学习情况。
设计
课程协调员与教学设计和开发专家合作，引入新的教学方法（例如，基于网络的自我测试），创建新的学习活动（例如，工作表上的同伴协作，SOAP 笔记写作），并制定评分标准。
评估
为学生自我评估和课程评估进行了形成性和总结性调查。76 名学生（78%）完成了总结性调查。课程平均成绩为 91.8%+或-3.6%，超过 75%的学生报告实现了主要课程学习目标。除了书面药物信息反应外，所有其他的学习活动都帮助学生达到了学习目标。
结论
使用结构化教学设计过程重新设计患者评估课程的方法是成功的，它成功地教授了学生指定的学习目标。鼓励其他学院和学校与教学设计和开发专家合作，以改进药学课程。
Zotero 插件