Washington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, Washington.
Biostats Inc., East Canton, Ohio.
Am J Pharm Educ. 2020 Sep;84(9):ajpe7749. doi: 10.5688/ajpe7749.
To examine the relationship between class attendance by Doctor of Pharmacy students and their performance on pharmacotherapy examinations within an active-learning classroom model. Second-year pharmacy students enrolled in a pharmacotherapy course series were included in the study (N=160). Class attendance was taken manually by members of the study team over a one-year study period (fall 2017 and spring 2018 semesters). Course attendance was not required and had no direct impact on student grades. Scores from the six competency-based examinations and overall course grades for each semester course, respectively, were then linked to class attendance records. Two additional examination attempts (retake and extended learning experience) were administered to students who did not receive a score of at least 80% on the initial exam or retake exam, respectively. Class attendance was documented during 48 class sessions. Of the six examinations given each semester, students required an average of 1 retake of the examination during the fall semester and 1.5 retakes in the spring semester. A significant negative correlation was found in both courses between students missing more classes and receiving a lower final course grade. For each missed class session, there was a reduction in overall course grade of 0.18% and 0.14% in the fall and spring courses, respectively. Regular class attendance by pharmacy students enrolled in an active-learning pharmacotherapy curriculum was associated with higher scores on examinations. The results of this study illustrate the importance of attending active-learning sessions to attain higher examination scores. Further research is needed to determine whether class attendance is associated with students' improved ability to apply pharmacotherapy concepts.
为了检验药剂学博士学生的课堂出勤率与主动学习课堂模式下药物治疗学考试成绩之间的关系。本研究纳入了正在修习一系列药物治疗学课程的二年级药剂学学生（N=160）。在为期一年的研究期间（2017 年秋季和 2018 年春季学期），研究团队成员手动记录了课堂出勤率。课程出勤并不要求，也不会直接影响学生成绩。分别将六次基于能力的考试成绩和每学期课程的总体成绩与课堂出勤记录相关联。对于初始考试或重考得分未达到 80%的学生，还提供了两次额外的考试机会（重考和拓展学习体验）。共记录了 48 次课堂教学。在每学期进行的六次考试中，秋季学期的学生平均需要重考一次，春季学期需要重考 1.5 次。在两个课程中都发现了一个显著的负相关关系，即缺课较多的学生最终课程成绩较低。每错过一次课堂，秋季和春季课程的总体课程成绩分别下降 0.18%和 0.14%。积极参与主动学习药物治疗学课程的药剂学学生的出勤率与考试成绩较高有关。本研究的结果表明，参加主动学习课程对于获得更高的考试成绩非常重要。需要进一步的研究来确定出勤率是否与学生应用药物治疗学概念的能力提高有关。
