Bullock Katura C, Gibson Caitlin, Howard Meredith, Liu Jialiang, Tatachar Amulya, Yuet Wei Cheng
University of North Texas System College of Pharmacy, Department of Pharmacotherapy, 3500 Camp Bowie Blvd, RES 411E, Fort Worth, TX 76107, United States.
University of North Texas System College of Pharmacy, Department of Pharmacotherapy, Fort Worth, TX, United States.
Curr Pharm Teach Learn. 2018 Sep;10(9):1295-1302. doi: 10.1016/j.cptl.2018.06.014. Epub 2018 Jul 5.
The objective of this study was to evaluate the impact in student pharmacists' exam performance learning outcomes and satisfaction after integrating the Muddiest Point assessment technique into exam reviews.
In 2016, the Muddiest Point, a formative assessment tool, was used to develop exam review sessions for second-year student pharmacists in an integrated pharmacotherapy course focused on the cardiovascular system. Performance scores on all four exams were compared between students in the 2015 and 2016 courses. Students' complexity of learning was categorized using a taxonomy of learning structure. A survey was used to evaluate student perceptions of exam reviews and the Muddiest Point technique (MPT).
Scores were higher on the second exam for the 83 students in the 2016 course (78.0% vs. 86.0%, p<0.001). There was no difference on other exam scores or overall course failures. Muddiest points submitted by students demonstrated a variety of taxonomy of learning levels. Student pharmacists surveyed at the conclusion of the course agreed that exam reviews were helpful for their preparation for exams and that the MPT was a valuable use of class time.
Incorporating the MPT into exam reviews maintained exam scores and supported evaluation of student learning. In addition, student pharmacists were satisfied with this exam review method.
本研究的目的是评估将“最模糊点”评估技术整合到考试复习中对学生药剂师考试成绩、学习成果和满意度的影响。
2016年，一种形成性评估工具“最模糊点”被用于为综合药物治疗课程中的二年级学生药剂师开展考试复习课程，该课程聚焦于心血管系统。比较了2015年和2016年课程学生在所有四门考试中的成绩得分。使用学习结构分类法对学生的学习复杂度进行分类。通过一项调查来评估学生对考试复习和“最模糊点”技术（MPT）的看法。
2016年课程的83名学生在第二次考试中的得分更高（78.0%对86.0%，p<0.001）。在其他考试成绩或课程总体不及格率方面没有差异。学生提交的最模糊点展示了多种学习水平分类。课程结束时接受调查的学生药剂师一致认为考试复习对他们备考有帮助，并且“最模糊点”技术是对课堂时间的有效利用。
将“最模糊点”技术整合到考试复习中能维持考试成绩，并有助于评估学生学习。此外，学生药剂师对这种考试复习方法感到满意。
