PT  - JOURNAL ARTICLE
AU  - Kimberly C. McKeirnan
AU  - Karen Colorafi
AU  - Anne P. Kim
AU  - Angela S. Stewart
AU  - Connie M. Remsberg
AU  - Myphuong Vu
AU  - Brenda S. Bray
TI  - Study Behaviors Associated with Student Pharmacists’ Academic Success in an Active Classroom Pharmacy Curriculum
AID  - 10.5688/ajpe7695
DP  - 2020 Jul 01
TA  - American Journal of Pharmaceutical Education
PG  - ajpe7695
VI  - 84
IP  - 7
4099  - http://www.ajpe.org/content/84/7/ajpe7695.short
4100  - http://www.ajpe.org/content/84/7/ajpe7695.full
SO  - Am J Pharm Educ2020 Jul 01; 84
AB  - Objective. To identify the specific study behaviors that promoted student pharmacists’ success in an active-learning pharmacy curriculum.Methods. The Washington State University College of Pharmacy and Pharmaceutical Sciences implemented an active-learning, flipped classroom model for instruction to equitably deliver course content to Doctor of Pharmacy students on both its main and extended campuses. Students’ ability to adapt to the new model and its impact on their study behaviors were unknown. A qualitative descriptive design that included semi-structured interviews was applied to evaluate the study behaviors of high-performing students. The study sample included 13 third and fourth professional year pharmacy students in the top 20% of their respective classes.Results. Interview responses were unaffected by baseline demographics such as gender and year of graduation. Content analysis generated five primary themes related to the behavioral strategies used by high performers: preparing for class, preparing for testing, seeking help, knowing yourself, and building on strengths. These were mapped to the four tenants of Wenger’s social learning theory in the representation of findings: learning as doing, learning as belonging, learning as becoming, and learning as experience.Conclusion. High-performing students demonstrated a refined ability to select and modify study behaviors that aided in their academic success, demonstrating a high degree of metacognition. The results of this research may assist pharmacy faculty members in identifying critical elements for success of students enrolled in pharmacy programs using an active learning model.