社会与行为药学课程的 4 年演变历程。
The 4-year evolution of a social and behavioral pharmacy course.
机构信息
School of Pharmacy, University of Wisconsin-Madison, WI 53705, USA.
出版信息
Am J Pharm Educ. 2013 Aug 12;77(6):119. doi: 10.5688/ajpe776119.
OBJECTIVE
To evaluate the impact of 3 sequential course revisions on student performance in and perceived value of a social science-based course.
DESIGN
The initial revision emphasized study of the primary literature and traditional assessments of student learning. Subsequent course revisions emphasized active learning and reflective assessment methodologies.
ASSESSMENT
The syllabi, grade distributions, and course evaluations were collected at baseline and after each revision and compared. Student performance in and their perceived value of the course declined after the initial course revision, but significantly improved after subsequent revisions with performance measures returning to baseline.
CONCLUSION
Positioning social science-based courses as a bridge to practice while using active-learning techniques to deliver content had a positive impact on students' perceived value of this Social and Behavioral Pharmacy course without compromising performance measures.
目的
评估 3 次连续课程修订对基于社会科学课程学生表现和感知价值的影响。
设计
最初的修订强调对主要文献的研究和对学生学习的传统评估。随后的课程修订强调了主动学习和反思性评估方法。
评估
在基线和每次修订后收集课程大纲、成绩分布和课程评估，并进行比较。初始课程修订后，学生对课程的表现和感知价值下降，但随后的修订后显著提高，表现衡量标准恢复到基线。
结论
将基于社会科学的课程定位为实践的桥梁，同时使用主动学习技术来传递内容，对学生对这门社会和行为药学课程的感知价值产生了积极影响，而不影响表现衡量标准。
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