Trujillo Jennifer M, Saseen Joseph J, Linnebur Sunny A, Borgelt Laura M, Hemstreet Brian A, Fish Douglas N
Skaggs School of Pharmacy and Pharmaceutical Sciences, University of Colorado, Aurora, Colorado.
Skaggs School of Pharmacy and Pharmaceutical Sciences, University of Colorado, Aurora, Colorado ; University of Colorado School of Medicine, University of Colorado, Aurora, Colorado.
Am J Pharm Educ. 2014 Apr 17;78(3):56. doi: 10.5688/ajpe78356.
To evaluate the impact of incorporating student-directed (SD) vs instructor-directed (ID) active learning on student performance in a pharmacotherapy capstone course.
This 9-credit course was redesigned from exclusively ID case discussions to a format in which half were SD and half were ID. Student performance on evaluation questions derived from SD sessions was compared with that from ID sessions.
Overall, students (n=299) performed better on ID-session questions than on SD-session questions (78.7% vs 75.3%, correctly answered, respectively; p<0.001). For written evaluations, students performed better on ID-session questions than on SD-session questions (79.8% vs 73.9%, respectively; p<0.001). For verbal evaluations, students performed better on SD-session questions than on ID-session questions (79.5% vs 74.5%, respectively; p<0.001). After the course revision, student confidence regarding their ability to think critically, solve problems, make decisions, and pursue lifelong learning was high, and student and faculty feedback was positive.
Student performance in a pharmacotherapy capstone course remained acceptable when a combination of SD and ID active learning was used, but the addition of SD learning did not translate to better performance on course evaluations.
评估在药物治疗实践课程中采用学生主导（SD）与教师主导（ID）的主动学习方式对学生成绩的影响。
这门9学分的课程从完全由教师主导的病例讨论重新设计为一半由学生主导、一半由教师主导的形式。将学生在源自学生主导课程环节的评估问题上的表现与教师主导课程环节的表现进行比较。
总体而言，学生（n = 299）在教师主导课程环节问题上的表现优于学生主导课程环节问题（分别为78.7%和75.3%正确回答；p < 0.001）。对于书面评估，学生在教师主导课程环节问题上的表现优于学生主导课程环节问题（分别为79.8%和73.9%；p < 0.001）。对于口头评估，学生在学生主导课程环节问题上的表现优于教师主导课程环节问题（分别为79.5%和74.5%；p < 0.001）。课程修订后，学生对自己批判性思考、解决问题、做决策及追求终身学习能力的信心很高，学生和教师的反馈也很积极。
在药物治疗实践课程中，当采用学生主导和教师主导的主动学习相结合的方式时，学生成绩仍可接受，但增加学生主导学习并未在课程评估中转化为更好的表现。
