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Effect of an Individualized Learning Program Designed to Enhance Student Performance in a Psychiatric Pharmacotherapy Course. |
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Abstract:
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Methods: A prospective, controlled study involving pharmacy students enrolled in Psychiatric Pharmacotherapy was conducted to measure the effects of an individualized learning program designed to improve student mastery of psychotropic pharmacotherapy. On the first day of class, participants completed a pre-test designed to examine their knowledge of the three major psychotropic classes (i.e., antidepressants, antipsychotics, mood stabilizers). Each students lowest score of the three psychotropic classes became their area of instructional need and target of the intervention. The other two medication classes served as the control areas of instruction. Course design and delivery was the same for all students with the exception of the interventions two components. The first was a paper assigned to each participant targeting the identified psychotropic class. Each participant was also given access to a moderated Powerpoint-based instructional supplement related to their area of instructional need. At the end of the course, students completed a post-test identical to the pre-test. Change scores derived from the pre- and post-tests were used to compare the effects of the intervention versus the controls. Results: Sixty-one pharmacy students were enrolled into the course and study. Participants were evenly distributed among the antipsychotic, antidepressant, and mood stabilizer intervention arms. The effect of the individualized learning program on student performance compared to teaching as usual will be analyzed. In addition, student acceptability of the intervention and its feasibility will be discussed. Implications: If successful, the individualized learning program has the potential to provide targeted coursework that enhances student learning. |
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Association:
Name: American Association of Colleges of Pharmacy
URL: http://www.aacp.org
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Citation:
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MLA Citation:
| Dolder, Christian. and Nuzum, Donnie. "Effect of an Individualized Learning Program Designed to Enhance Student Performance in a Psychiatric Pharmacotherapy Course." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disneys Yacht & Beach Club Resort, Lake Buena Vista, Florida, Jul 14, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p192498_index.html> |
APA Citation:
| Dolder, C. R. and Nuzum, D. , 2007-07-14 "Effect of an Individualized Learning Program Designed to Enhance Student Performance in a Psychiatric Pharmacotherapy Course." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disneys Yacht & Beach Club Resort, Lake Buena Vista, Florida <Not Available>. 2009-05-24 from http://www.allacademic.com/meta/p192498_index.html |
Publication Type: Abstract
Abstract: Methods: A prospective, controlled study involving pharmacy students enrolled in Psychiatric Pharmacotherapy was conducted to measure the effects of an individualized learning program designed to improve student mastery of psychotropic pharmacotherapy. On the first day of class, participants completed a pre-test designed to examine their knowledge of the three major psychotropic classes (i.e., antidepressants, antipsychotics, mood stabilizers). Each students lowest score of the three psychotropic classes became their area of instructional need and target of the intervention. The other two medication classes served as the control areas of instruction. Course design and delivery was the same for all students with the exception of the interventions two components. The first was a paper assigned to each participant targeting the identified psychotropic class. Each participant was also given access to a moderated Powerpoint-based instructional supplement related to their area of instructional need. At the end of the course, students completed a post-test identical to the pre-test. Change scores derived from the pre- and post-tests were used to compare the effects of the intervention versus the controls. Results: Sixty-one pharmacy students were enrolled into the course and study. Participants were evenly distributed among the antipsychotic, antidepressant, and mood stabilizer intervention arms. The effect of the individualized learning program on student performance compared to teaching as usual will be analyzed. In addition, student acceptability of the intervention and its feasibility will be discussed. Implications: If successful, the individualized learning program has the potential to provide targeted coursework that enhances student learning. |
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