Maher Sam, Hayden John C, Strawbridge Judith D, Gallagher Paul J, Flood Michelle
Senior Lecturer in Pharmaceutics, School of Pharmacy and Biomolecular Sciences, Royal College of Surgeons in Ireland (RCSI), 123 St Stephen's Green, Dublin 2, Ireland.
Lecturer in Pharmacy Practice, School of Pharmacy and Biomolecular Sciences, Royal College of Surgeons in Ireland (RCSI), 123 St Stephen's Green, Dublin 2, Ireland.
Curr Pharm Teach Learn. 2020 Apr;12(4):367-377. doi: 10.1016/j.cptl.2019.12.021. Epub 2019 Dec 30.
Accurately completing pharmaceutical calculations is a core professional skill for pharmacists. To date, few studies have focused on to providing feedback on calculations, or the role of technology in feedback provision. This study aimed to develop a theory-informed video podcast-based method of providing formative feedback and evaluate student perceptions.
First-year pharmacy students (n = 53) completed a formative pharmaceutical calculations assessment. Two forms of feedback were designed and evaluated; typed solutions (traditional format commonly used/seen in textbooks) and video podcasts informed by instructional design theory (novel format).
A survey was completed by 70% (37/53) of students. Specific features of video podcasts reported useful included hearing reasoning, and the ability to pause and rewind. Most (76%) reported positive attitudes towards video podcasts, considered them useful (75%) and helpful for learning (79%). A comparable number (76% and 71% respectively) felt positively about typed solutions. The majority (51%) preferred to receive both types rather than podcasts alone (24%), or typed solutions alone (8%). Free-text responses indicated both were used in different ways; typed solutions for quick verification and video podcasts for clarification.
Video podcasts appear to be a potentially helpful additional method of delivering feedback that afford specific advantages. They can be readily developed by faculty with minimal expense/difficulty. However, as respondents indicated that they used both kinds of feedback in different ways to support their learning, and indicated a preference to receive both types, they should be considered an addition rather than replacement for typed solutions.
准确完成药学计算是药剂师的一项核心专业技能。迄今为止，很少有研究关注对计算结果提供反馈，或技术在反馈提供中的作用。本研究旨在开发一种基于理论的视频播客形式的形成性反馈方法，并评估学生的看法。
一年级药学专业学生（n = 53）完成了一次形成性药学计算评估。设计并评估了两种反馈形式；打字形式的解答（教科书中常用/常见的传统格式）和基于教学设计理论的视频播客（新颖格式）。
70%（37/53）的学生完成了一项调查。报告称视频播客有用的具体特征包括听到推理过程，以及暂停和倒带的能力。大多数（76%）学生对视频播客持积极态度，认为它们有用（75%）且对学习有帮助（79%）。对打字形式解答持积极看法的学生比例相当（分别为76%和71%）。大多数（51%）学生更喜欢同时收到两种形式的反馈，而不是仅收到播客（24%）或仅收到打字形式的解答（8%）。自由文本回复表明两种形式的反馈使用方式不同；打字形式的解答用于快速验证，视频播客用于澄清。
视频播客似乎是一种潜在有用的额外反馈方式，具有特定优势。教师可以轻松且低成本地开发视频播客。然而，由于受访者表示他们以不同方式使用两种反馈来支持学习，并且表示更喜欢同时收到两种形式的反馈，因此应将视频播客视为打字形式解答的补充，而非替代。
