Persky Adam M
2312 Kerr Hall, CB#7569, Division of Pharmacotherapy and Experimental Therapeutics, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
Curr Pharm Teach Learn. 2018 Nov;10(11):1496-1500. doi: 10.1016/j.cptl.2018.08.012. Epub 2018 Aug 16.
Students enrolled in professional pharmacy programs tend to have high prior academic achievement. This achievement may be predicated on their learning strategies. However, when entering a professional program, it is unclear if their strategies change to adopt to a new, more rigorous academic environment. The purpose of this research note is to document a single cohort of students' learning strategies over time within a doctor of pharmacy (PharmD) curriculum.
A single cohort from the University of North Carolina at Chapel Hill Eshelman School of Pharmacy received yearly surveys regarding their learning strategies used during the past academic year. This cohort was tracked from prior to the start of the PharmD curriculum throughout the three-year duration of didactic course work. The survey was based on prior research of learning strategies.
Most learning strategies remained constant over time including the primary strategy of re-reading or re-watching videos. Using flashcards and completing practice problems decreased over time. In addition, students seem to migrate to cramming for examinations rather than spacing their study over time. Similar patterns were noted in the small cohort of students that completed all four surveys.
Primary learning strategies do not seem to change with time but some secondary learning strategies may change over time.
参加专业药学课程的学生往往先前学业成绩较高。这种成绩可能取决于他们的学习策略。然而，进入专业课程时，尚不清楚他们的策略是否会改变以适应新的、更严格的学术环境。本研究报告的目的是记录一群学生在药学博士（PharmD）课程期间随时间变化的学习策略。
来自北卡罗来纳大学教堂山分校埃谢尔曼药学院的一群学生每年都会收到关于他们在过去一学年使用的学习策略的调查。该群体从药学博士课程开始前开始跟踪，贯穿三年制教学课程学习。该调查依据先前关于学习策略的研究。
大多数学习策略随時間保持不变，包括重新阅读或重新观看视频這一主要策略使用抽认卡和完成练习题的频率随時間下降学生似乎转向考前突击而不是将学习分散在不同时间段完成。在完成所有四项调查的一小群学生中也注意到类似模式。
主要学习策略似乎不会随时间改变一些次要学习策略可能会随时间改变。
