Touro University California College of Pharmacy, United States.
Res Social Adm Pharm. 2019 Sep;15(9):1154-1159. doi: 10.1016/j.sapharm.2018.09.023. Epub 2018 Oct 2.
Academic pharmacy programs continue to diversify in student population. While the challenges of non-native language speakers have been opined, there is scant research on their performance in comparison with native language speakers nor is there much information on differences in the processes used in academic preparation, such as on note-taking.
The objectives of this study were to: (1) identify differences in test performance between native English speakers and students for whom English is a foreign language (EFL) in a health systems PharmD course, and (2) examine differences between these two groups in note-taking attitudes and behaviors.
Students' self-reported data as native English-speaking or EFL were acquired from the University Office of Admissions. Students' performance was measured on examinations covering lecture content, with independent-sample t tests discerning differences on all 3 examinations. T-tests were also used to ascertain differences on examination scores by student race/ethnicity and on differences in their response to a survey on attitudes, behaviors, and satisfaction with note-taking.
EFL students scored significantly lower on the latter two examinations and on the average of the three examinations by over 7%. EFL students reported lower satisfaction with the accuracy and completeness of their notes and indicated that peers were less likely to borrow their notes. They also reported being more likely to be distracted in class by peers' laptop note-taking, even though there were many similarities between the two groups in how they approached note-taking.
EFL student performance was lower than that of native English speakers on examinations. EFL students were less satisfied with the quality of their notes. Further research is needed to identify effective strategies for improving the learning experience of EFL students. Academic administration can identify mechanisms to facilitate a learning environment conducive for their success.
学术药学课程的学生群体不断呈现多样化。尽管人们对非英语母语者面临的挑战发表了意见，但关于他们与以英语为母语的学生相比的表现，以及关于学术准备过程中使用的笔记方法等方面的差异的研究甚少。
本研究旨在：(1) 在健康系统药学博士课程中，确定以英语为母语的学生与以英语为外语的学生（EFL）之间在考试成绩上的差异；(2) 考察这两组学生在笔记态度和行为上的差异。
从大学招生办公室获取学生的英语母语或 EFL 自我报告数据。通过独立样本 t 检验，衡量学生在涵盖讲座内容的考试中的表现，以确定这三个考试中的差异。还使用 t 检验来确定学生种族/民族差异对考试成绩的影响，以及对态度、行为和对笔记满意度的调查结果的影响。
EFL 学生在后两次考试和三次考试的平均成绩中，得分明显低于母语为英语的学生，低了 7%以上。EFL 学生对笔记的准确性和完整性的满意度较低，并表示同学不太可能借用他们的笔记。他们还表示，在课堂上更容易受到同学使用笔记本电脑做笔记的干扰，尽管这两组学生在做笔记的方法上有许多相似之处。
EFL 学生在考试中的表现低于以英语为母语的学生。EFL 学生对笔记质量的满意度较低。需要进一步研究以确定提高 EFL 学生学习体验的有效策略。学术管理部门可以确定促进有利于他们成功的学习环境的机制。
