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Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
Assessing the Utility of Pre-Course Assessment and Voluntary Pre-Work in Two Required Integrated Pharmacotherapy Courses
Laura Challen
Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
Poster Category: Research and Education Poster Abstract
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
AACP Section: Pharmacy Practice
Objectives: To determine the impact of pre-semester assessments on student outcomes in two required courses (Integrated Pharmacotherapy (IP): Pulmonology and IP: Cardiology).
Methods: This study included second-year professional pharmacy students enrolled in two required IP courses during the fall semesters of 2019-2021. The same number of exams were administered each semester, and lecture content did not differ significantly between years. Voluntary pre-work and pre-semester assessments were added at the beginning of fall 2021. Following IRB approval, overall course grades and examination scores between each year were analyzed via the Kruskal-Wallis test with pairwise comparisons, if statistically significant results were observed. Linear regression was performed to assess the association between pre-course assessment scores and overall course grades. Student perceptions of the pre-course assessment were also captured.
Results: Of the 454 students enrolled in this study, there was no difference in median overall Pulmonology course grades (85.93%, 86.67%, 86.29%; p=.631) or Cardiology course grades (80.25%, 78.3%, 79.96%; p=.409) between 2019, 2020, and 2021. Pulmonology Exam 1 (p=.033) and Cardiology Exam 3 (p=.032) scores were significantly higher in 2021. Pre-course assessment scores had a statistically significant, positive association with overall course grades. Half of the surveyed students strongly agreed or agreed that completing the course prep work is an effective approach to learning.
Conclusion: Overall course grades did not differ between the years that offered pre-work versus those that did not, but pre-course assessment scores correlated with overall course grades. Voluntary pre-work did not appear to impact student results, but pre-course assessments may assist in predicting student success in each course.
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