Lyons Kayley M, Brock Tina P, Malone Daniel T, Freihat Lubna, White Paul J
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia.
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
Am J Pharm Educ. 2020 Dec;84(12):8038. doi: 10.5688/ajpe8038. Epub 2020 Aug 19.
To examine the effects of student demographics, prior academic performance, course engagement, and time management on pharmacy students' performance on course examinations and objective structured clinical examinations (OSCEs). Study participants were one cohort of pharmacy students enrolled in a five-year combined Bachelor and Master of Pharmacy degree program at one institution. Variables included student demographics, baseline factors (language assessment and situational judgement test scores), prior academic performance (high school admission rank), course engagement, and student time management of pre-class online activities. Data were collected from course, learning management system, and institutional databases. Data were analyzed for univariate, bivariate, and multivariate associations (four linear regression models) between explanatory factors and outcome variables. Three years of data on 159 pharmacy students were obtained and entered in the dataset. Significant positive predictors of OSCE communication performance included domestic (ie, Australian) student designation, higher baseline written English proficiency, and pre-class online activity completion. Positive predictors of OSCE problem-solving included workshop attendance and low empathy as measured by a baseline situational judgment test (SJT). Positive predictors of performance on year 2 end-of-course examinations included the Australian Tertiary Academic Rank, completing pre-class online activities prior to lectures, and high integrity as measured by an SJT. Several explanatory factors predicted pharmacy students' examination and OSCE performance in the regression models. Future research should continue to study additional contexts, explanatory factors, and outcome variables.
考察学生人口统计学特征、既往学业成绩、课程参与度和时间管理对药学专业学生课程考试及客观结构化临床考试（OSCE）成绩的影响。研究参与者为在一所机构攻读五年制药学学士与硕士联合学位项目的一批药学专业学生。变量包括学生人口统计学特征、基线因素（语言评估和情境判断测试分数）、既往学业成绩（高中入学排名）、课程参与度以及学生对课前在线活动的时间管理。数据从课程、学习管理系统和机构数据库收集。对解释因素与结果变量之间的单变量、双变量和多变量关联（四个线性回归模型）进行了分析。获取了159名药学专业学生三年的数据并录入数据集。OSCE沟通表现的显著正向预测因素包括本国（即澳大利亚）学生身份、较高的基线书面英语水平以及课前在线活动完成情况。OSCE问题解决的正向预测因素包括参加研讨会以及基线情境判断测试（SJT）测得的低同理心。二年级课程期末考试成绩的正向预测因素包括澳大利亚高等教育学术排名、在讲座前完成课前在线活动以及SJT测得的高正直性。在回归模型中，若干解释因素预测了药学专业学生的考试及OSCE成绩。未来研究应继续考察更多背景、解释因素和结果变量。
