Thomas Michael C, Macias-Moriarity Liliairica Z
School of Pharmacy, South University, Savannah, Georgia ; Department of Pharmacy Practice, Western New England University, Springfield, Massachusetts ; Research was done while author was at South University. Author's current affiliation is Western New England University.
School of Pharmacy, South University, Savannah, Georgia.
Am J Pharm Educ. 2014 Jun 17;78(5):95. doi: 10.5688/ajpe78595.
To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program.
Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic.
A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest.
Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.
测量在加速药学博士（PharmD）项目中完成一门临床毒理学选修课程后学生知识和信心得分的变化。
采用多种主动学习技术营造以学习者为中心的环境。大约三分之二的课程采用学生主导的展示。一些未参与展示的学生被指定为评估者，负责就展示内容向展示者提问或编写测验问题。其他以学习者为中心的活动包括每周测验以及在每个展示主题结束时进行讨论。
在课程开始和结束时使用一种旨在测量学生对每个项目的知识及相关信心水平的测试工具。从预测试到后测试，学生的知识和信心得分显著提高。
课程结束后，学生信心和知识得分的提高具有良好的相关性，表明学生能够更好地自我评估这些方面。这些发现表明，信心可能是学生元认知技能发展的一项额外衡量指标。
