基于药学专业学生反馈的生物医学文献评价能力映射

Mapping of the biomedical literature evaluation competencies based on pharmacy students' feedback.

作者信息

Nasser Soumana C, Saad Aline Hanna, Karaoui Lamis R

机构信息

Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O. Box: 36 (S23), Byblos, Lebanon.

出版信息

BMC Med Educ. 2016 Feb 12;16:59. doi: 10.1186/s12909-016-0583-7.

DOI:10.1186/s12909-016-0583-7

PMID:26869056

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4751754/

Abstract

BACKGROUND

This study aims to map the learned curriculum based on students' feedback regarding the biomedical literature evaluation competencies in a pharmacy curriculum, to evaluate teaching methods and to report students' longitudinal self-assessment of their achievement of related learning outcomes as they progress from didactic to experiential courses.

METHODS

The biomedical literature evaluation competencies were mapped in three courses delivered during different pharmacy professional years (PPY): Drug Information and Literature Evaluation (PHA421) offered in the second PPY, Pharmacoeconomics (PHA557) and Professional Pharmacy Practice Experience-Hospital/Drug Information Services (PHA570) offered in the third PPY. A unified survey was developed to collect information from students at the beginning and completion of these courses. Survey results were then compared to school assessment data of identified courses for triangulation of findings.

RESULTS

Listed student learning outcomes are consistently achieved through all three courses with more assertion from the students at the completion of the applied experiential course PHA 570 (>90 % agree or strongly agree). In terms of delivery methods, 84 % of students perceived the benefits of active learning methods in reinforcing acquired skills and increasing confidence in knowledge and critical thinking in a less stressful learning environment. Results shown at the end of each course indicate a favorable student response from one course to the next where almost all students replied with 'agree to strongly agree' to survey questions assessing their readiness to critically evaluating trials (72 %, 96 % and 92 %) in PHA421, PHA557 and PHA570, respectively. Study findings are in congruence with school assessment database of the selected courses.

CONCLUSION

Formative assessment results demonstrated acquisition of required analytical skills, and completion of course learning outcomes as students progressed from introductory to advanced courses covering the biomedical literature component.

摘要

背景

本研究旨在根据学生对药学课程中生物医学文献评价能力的反馈，梳理所学课程，评估教学方法，并报告学生在从理论课程过渡到实践课程过程中对相关学习成果达成情况的纵向自我评估。

方法

在药学专业不同学年开设的三门课程中梳理生物医学文献评价能力：第二学年开设的《药物信息与文献评价》（PHA421），第三学年开设的《药物经济学》（PHA557）和《专业药学实践经验 - 医院/药物信息服务》（PHA570）。开发了统一的调查问卷，在这些课程开始和结束时收集学生信息。然后将调查结果与所选课程的学校评估数据进行比较，以对结果进行三角验证。

结果

所有三门课程均持续达成列出的学生学习成果，在应用实践课程PHA 570结束时，学生的认可度更高（>90%同意或强烈同意）。在教学方法方面，84%的学生认为主动学习方法有助于在压力较小的学习环境中强化所学技能，并增强对知识和批判性思维的信心。每门课程结束时的结果表明，学生对一门课程到下一门课程的反馈良好，几乎所有学生对评估他们批判性评价试验准备情况的调查问题分别给出了“同意到强烈同意”的回答（PHA421中为72%，PHA557中为96%，PHA570中为92%）。研究结果与所选课程的学校评估数据库一致。