Chan Patrick, Kim Sarah, Garavalia Linda, Wang Jeffrey
Western University of Health Sciences, College of Pharmacy, 309 E. Second St, Pomona, CA 91766 United States of America.
Curr Pharm Teach Learn. 2018 Aug;10(8):1048-1054. doi: 10.1016/j.cptl.2018.05.013. Epub 2018 Jul 18.
The purpose of this paper is to describe the evolution and effectiveness of instructional strategies that were implemented over a seven-year period to enhance the authenticity of instruction and assessment in a pharmacokinetics (PK) course.
Baseline data from 2011 and 2012 were analyzed to identify opportunities for improvement. In 2013 and 2014, lectures, PK workshops, and exam questions were modified to represent more authentic learning and assessment. Counter to expectations, 2013 and 2014 exam scores were significantly lower when compared to 2011 and 2012 scores. The course was modified further in 2015 to incorporate post-workshop quizzes that provided corrective feedback and required the use of retrieval as a learning strategy. Exam scores were compared across the three phases of course improvement (2011/2012 vs. 2013/2014 vs. 2015/2016/2017) using statistical analyses.
The average final examination score in 2011-2012 was 84.6%. After increasing the number of authentic assessment exam items, the average on the final examination in 2013-2014 decreased to 80.3% (p < 0.0001). Following the implementation of the post-workshop quizzes, the average final examination scores increased from 2015-2017 to 85.9% (p < 0.0001, compared to 2013-2014; p = 0.08, compared to 2011-2012).
Implementation of these evidence-based learning and instructional strategies (authentic learning, retrieval of new learning, and corrective feedback) was associated with higher student performance on the final examination over time.
These strategies may be valuable in improving student learning outcomes in other challenging professional program courses.
本文旨在描述在七年时间里实施的教学策略的演变及其有效性，这些策略旨在提高药代动力学（PK）课程教学与评估的真实性。
分析2011年和2012年的基线数据，以确定改进的机会。在2013年和2014年，对讲座、PK研讨会及考试题目进行了修改，使其更能体现真实的学习与评估。与预期相反，2013年和2014年的考试成绩与2011年和2012年相比显著更低。2015年对课程进行了进一步修改，纳入了研讨会后的测验，这些测验提供纠正性反馈，并要求将检索作为一种学习策略。使用统计分析比较了课程改进的三个阶段（2011/2012年与2013/2014年与2015/2016/2017年）的考试成绩。
2011 - 2012年的平均期末考试成绩为84.6%。在增加了真实评估考试项目的数量后，2013 - 2014年期末考试的平均分降至80.3%（p < 0.0001）。在实施研讨会后测验后，2015 - 2017年的平均期末考试成绩提高到了85.9%（与2013 - 2014年相比，p < 0.0001；与2011 - 2012年相比，p = 0.08）。
随着时间的推移，实施这些基于证据的学习和教学策略（真实学习、新学习内容的检索以及纠正性反馈）与学生在期末考试中的更高表现相关。
这些策略可能对提高其他具有挑战性的专业课程的学生学习成果具有价值。
