University of Kentucky College of Pharmacy, Lexington, Kentucky.
Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia.
Am J Pharm Educ. 2019 Apr;83(3):6606. doi: 10.5688/ajpe6606.
To compare pharmacy students' assessment and evaluation ratings of a newly formatted nonprescription products course that used innovative technology and gaming to that for a traditional nonprescription products course. Examination scores and course evaluations of students who completed the traditional course on nonprescription products were analyzed and compared with those of students who completed a revised course on nonprescription products that used teaching techniques in educational technology. Students in the traditional course significantly outperformed those in the comparator group in eight nonprescription categories on examinations, while students in the new course significantly outperformed those in the comparator group in four categories. Students in the new course outperformed those in the traditional course in two additional examination categories, however these were not significant. Almost all students in both courses agreed or strongly agreed with each course evaluation item, including those items where use of gamification and iBooks were most likely considered. Improvements in student examination performance and course satisfaction may not be immediately seen in a course in which new teaching techniques using educational technology including gamification and iBooks are introduced.
比较药学专业学生对采用创新技术和游戏的新格式非处方产品课程与传统非处方产品课程的评估和评价等级。分析并比较了完成传统非处方产品课程和使用教育技术教学技术的修订版非处方产品课程的学生的考试成绩和课程评估。在八项非处方类别考试中，传统课程的学生成绩明显优于对照组学生，而新课程的学生在四项类别中明显优于对照组学生。然而，新课程的学生在另外两个考试类别中的表现也优于传统课程的学生，但这并不显著。两门课程的几乎所有学生都对每一项课程评估项目表示同意或强烈同意，包括那些最有可能考虑使用游戏化和 iBooks 的项目。在引入包括游戏化和 iBooks 在内的新教学技术的课程中，学生的考试成绩和课程满意度可能不会立即得到提高。
