Rowe Erica L, Gentry William M, Crocco R Braden, Mick Kristin, Rust Connie
South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States.
South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States.
Curr Pharm Teach Learn. 2021 Nov;13(11):1484-1491. doi: 10.1016/j.cptl.2021.09.021. Epub 2021 Sep 24.
The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum.
First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback.
A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning.
Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.
本研究旨在评估在三年制加速药学课程的第一年，通过药学科学课程与药学实践课程中的整合学习，一场口头报告对知识、沟通技巧和自信心的影响。
一年级第一学期的学生被分配去研究、准备并进行一场关于自身免疫性疾病或免疫缺陷的免疫学主题的口头报告。除了对内容（免疫学）和表达（沟通）进行评估外，学生们还完成了一份包含15个项目的四点李克特量表匿名报告后调查问卷，这为学生提供了一个对作业提供反馈的机会。学生们也被鼓励提供主观反馈。
共有140名学生（88%）完成了调查。结果显示学生对这些作业反应良好。平均而言，学生们将此活动视为一次积极的经历（总平均分 = 1.44（95.71%））。此外，学生们强烈同意该活动有助于公众演讲并强化了基本的免疫系统概念。对学生回答和评论的分析表明对主动学习和自主学习有积极反应。
总体结果表明学生对在药学科学课程中学到的特定材料进行沟通的能力的信心有所提高。通过口头报告进行课程整合是一种增加学生药学科学知识、提高自信心以及学生对个人沟通技巧的自我认知的方法。
