Introduction

This pilot study investigated the impact of practice integrated, post-laboratory assessment on the scientific education and attitudes of first-year pharmacy students. Median assessment performance, achievement of full marks, and engagement in laboratory classes were evaluated.

Methods

The pilot randomised cross-over study was conducted at the University of Central Lancashire. Students were randomly assigned to two groups, and after undertaking four identical pharmaceutics laboratory classes, answered two science-based questions that were either integrated with practice using a contextualizing scenario or had no integration. Student performance and engagement were subsequently analysed.

Results

Thirty students completed the study. Students performed better in the integrated assessment (median 3.5; interquartile range [IQR] 2.00–4.00) compared to the non-integrated assessment (median 2; IQR 1.75–3.00) (P < .001). Twenty-five students (83%) achieved full marks with the integrated assessment (P = .006). Correlation (R²) for the integrated assessment was 0.90 and for the non-integrated assessment was 0.12. Engagement was positive in both groups but significantly improved in the domains of “instructor contribution” and “value of activity” (P = .01) when receiving the integrated assessment.

Conclusions

Integrated and contextualized assessment of science teaching as a lone intervention increased pharmacy students' performance and engagement in laboratory classes without requiring any change to the teaching session itself.

中文翻译：

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在英国药学课程中使用实验室后综合评估评估学生的表现和参与度：一项试点队列交叉研究

介绍

这项试点研究调查了实践综合、实验室后评估对一年级药学学生的科学教育和态度的影响。评估了中位评估表现、满分成绩和实验室课程参与度。

方法

试点随机交叉研究在中央兰开夏大学进行。学生被随机分配到两组，在完成四个相同的药剂学实验室课程后，回答两个基于科学的问题，这些问题要么使用情境化场景与实践相结合，要么没有整合。随后分析了学生的表现和参与度。

结果

三十名学生完成了这项研究。与非综合评估（中位数 2；IQR 1.75-3.00）相比，学生在综合评估（中位数 3.5；四分位距 [IQR] 2.00-4.00）中表现更好（P  < .001）。25 名学生 (83%) 在综合评估中获得满分 ( P  = .006)。综合评估的相关性 (R ² ) 为 0.90，非综合评估的相关性 (R 2 ) 为 0.12。两组的参与度都是积极的，但 在接受综合评估时，“教师贡献”和“活动价值”( P = .01) 领域的参与度显着提高。

结论

科学教学的综合和情境化评估作为单独的干预措施提高了药学学生的表现和在实验室课程中的参与度，而无需对教学课程本身进行任何改变。