RT Journal Article
SR Electronic
T1 Modification of a Pharmacokinetics Course Design to Improve Student Performance
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 93
DO 10.5688/ajpe78593
VO 78
IS 5
A1 Hughes, Gregory J.
A1 Cassagnol, Manouchkathe
A1 Wu, Wenchen
A1 Howland, Mary Ann
A1 Sym, Donna
A1 El-Chaar, Gladys M.
A1 Smith, Candace J.
YR 2014
UL http://www.ajpe.org/content/78/5/93.abstract
AB Objective. To determine if the addition of weekly quizzes or reducing the number of faculty members teaching improved third-year (P3) pharmacy students’ final grades in a clinical pharmacokinetics course.Design. Four sections of a pharmacokinetics and pharmacodynamics course were divided according to the number of faculty members teaching the course and the administration of weekly quizzes. Two sections were taught by 6 faculty members and 2 were taught by 3 faculty members. Also, 1 section in each group received weekly quizzes, creating a 2-by-2 design.Assessment. The performance of the 201 P3 students enrolled in the course was assessed by comparing the average of 3 examination grades while excluding quiz grades. The mean final grade of classes in which quizzes were not administered was lower than that for classes in which quizzes were administered (p=0.019). The mean final grade in classes taught by 3 faculty members vs 6 faculty members was higher, but not significantly. A positive significant correlation existed between performance in a prerequisite biopharmaceutics class and this advanced class.Conclusion. Making minor modifications to the delivery of a course, such as number of quizzes administered and number of faculty members teaching the course, had a positive impact on student performance. Grades in a prerequisite course may enable earlier identification of students at risk of poor performance in advanced courses.