Introduction

Pharmacy programs employ a variety of remediation methods intended to bring underperforming students to a level of competency. Our objective was to evaluate pharmacy students' perceptions of eligibility criteria and academic outcomes of remediation and potential predictors for lack of success in the original and remediated course.

Methods

Palm Beach Atlantic University School of Pharmacy revised its remediation policy in fall 2017, shifting from a course-centric to student-centric policy. Pharmacy students (N = 265) were surveyed in spring 2019 regarding eligibility criteria and academic outcomes of remediation. Enrolled students who remediated under the revised policy were surveyed on the lack of success in the original course and the remediation process.

Results

Students viewed remediation as an opportunity to prevent delayed graduation. They agreed with the revised, student-centric eligibility criteria and with the new approach allowing all courses to be remediated. First-year students provided lower scores, whereas students who never failed a course gave higher scores. Students agreed that remediation produces proficient students who are as competent as those who passed the original course. The main reason for failing the original course was lack of study time. Students who failed remediation tended to spend more time on external activities and used less remediation resources.

Conclusions

A student-centric approach to remediation with active involvement from students and faculty support was successful in producing students who are viewed just as proficient and competent as students who passed the original course. Predictors for success were study time and the use of remediation resources.

中文翻译：

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药学学生对能力和补救成功预测因素的反思和看法

介绍

药学课程采用各种补救方法，旨在使表现不佳的学生达到一定的能力水平。我们的目标是评估药学学生对合格标准和补救的学术成果的看法，以及在原始和补救课程中缺乏成功的潜在预测因素。

方法

棕榈滩大西洋大学药学院在 2017 年秋季修订了其补救政策，从以课程为中心的政策转变为以学生为中心的政策。药学专业学生 ( N = 265) 在 2019 年春季接受了关于补救的资格标准和学术成果的调查。对根据修订政策进行补救的入学学生进行了调查，了解原始课程和补救过程的不成功情况。

结果

学生们将补习视为防止延迟毕业的机会。他们同意修订后的、以学生为中心的资格标准以及允许对所有课程进行修正的新方法。一年级学生的分数较低，而从未失败过课程的学生分数较高。学生们一致认为，补习会培养出与通过原始课程的学生一样称职的熟练学生。原课程不及格的主要原因是学习时间不足。补救失败的学生倾向于将更多时间花在外部活动上，使用更少的补救资源。

结论

在学生和教职员工的积极参与下，以学生为中心的补救方法成功地培养出与通过原始课程的学生一样熟练和有能力的学生。成功的预测因素是学习时间和修复资源的使用。