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Effects of peer-led study sessions on first-year student pharmacist performance in pharmacy math
Currents in Pharmacy Teaching and Learning Pub Date : 2021-06-16 , DOI: 10.1016/j.cptl.2021.06.029
Christina A Spivey 1 , Margaret S Davis 1 , Juan D Rodriguez 1 , Dawn Havrda 1 , Marie A Chisholm-Burns 1
Affiliation  

Introduction

To evaluate effects of peer-led study sessions on performance in a traditionally challenging course, Pharmacy Math, among first-year student pharmacists (P1s).

Methods

Peer-led study sessions were conducted throughout fall 2019 for P1s. Sessions were led by two second-year student pharmacists and focused on study skills and course-related strategies, principles, and content. P1s who attended the majority (at least five) of study sessions were compared to those who attended fewer sessions on student demographics, undergraduate science grade point average, and course outcome (pass/did not pass) using chi-square and independent samples t-tests. Relative risk (RR) was calculated. A sub-analysis of students considered at risk of failing was also conducted.

Results

There were 200 P1 participants. Twenty-four students (12%) attended the majority of the sessions and 176 students (88%) attended fewer sessions. Of the 24 students who attended ≥ five study sessions, all passed Pharmacy Math, while 12 of the 176 students who attended fewer sessions failed Pharmacy Math. Students who attended ≥ five sessions had a 6.8% reduction in risk of failing compared to students who attended fewer sessions (RR = 0.93, 95% CI = 0.895, 0.97). More striking, at-risk students who attended ≥ five study sessions had a 17.1% reduction in risk of failing.

Conclusions

Peer-led study sessions contribute to reduced risk of failing Pharmacy Math among students who attend a majority of study sessions. Improvements for the future were identified, including mandatory attendance, group structure, and creative ways to cover concepts.



中文翻译:

同行领导的学习课程对一年级学生药剂师在药学数学方面的表现的影响

介绍

在一年级学生药剂师 (P1) 中评估同行主导的学习课程对传统具有挑战性的课程 Pharmacy Math 的表现的影响。

方法

整个 2019 年秋季为 P1 进行了同行主导的学习会议。会议由两名二年级学生药剂师主持,重点是学习技巧和与课程相关的策略、原则和内容。使用卡方和独立样本将参加大部分(至少五次)学习课程的 P1 与参加较少课程的学生进行比较,这些课程涉及学生人口统计、本科科学平均成绩点和课程结果(通过/未通过)t -测试。计算相对风险(RR)。还对被认为有失败风险的学生进行了子分析。

结果

有 200 名 P1 参与者。24 名学生 (12%) 参加了大部分课程,176 名学生 (88%) 参加的课程较少。在参加≥5节学习课程的24名学生中,全部通过了药学数学,而参加较少课程的176名学生中有12名没有通过药学数学。与参加较少课程的学生相比,参加 ≥ 5 节课程的学生失败的风险降低了 6.8%(RR = 0.93,95% CI = 0.895,0.97)。更引人注目的是,参加 5 次以上学习课程的高危学生的失败风险降低了 17.1%。

结论

同行主导的学习课程有助于降低参加大多数学习课程的学生在药学数学上不及格的风险。确定了未来的改进,包括强制出席、小组结构和涵盖概念的创造性方法。

更新日期:2021-07-27
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