An Active-Learning Assignment Requiring Pharmacy Students to Write Medicinal Chemistry Examination Questions

Kolluru, Srikanth

doi:10.5688/ajpe766112

Cited by 18 publications

(10 citation statements)

References 14 publications

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“…Fellenz 2004;Kolluru 2012;Papinczak et al 2012). In the studies describing these experiments, students are generally asked to first, read the literature, second, formulate MCQs including the correct answer and multiple distractors, third, train themselves using their peers' questions, and finally, provide feedback on the questions of their peers.…”

Section: Student-generated Itemsmentioning

confidence: 99%

Students generate items for an online formative assessment: Is it motivating?

et al. 2016

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Background: A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness. Methods: To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ). Results: Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement. Conclusions: This study proposes a way of explaining the motivational value of an e-learning task by looking at students' perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task.

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Section: Student-generated Itemsmentioning

confidence: 99%

Students generate items for an online formative assessment: Is it motivating?

et al. 2016

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“…10 This approach is different from any previously published active-learning strategies. 18 Although students did not perform patient counseling in this laboratory session, another pharmacy practice laboratory session the following semester allowed students to counsel on a tetracycline interaction with antacids. Although, no formal assessment was done to compare students' performance in the 2 sessions, they had no trouble remembering what they had learned about antibiotic interactions and successfully counseling their patient.…”

Section: Discussionmentioning

confidence: 99%

Laboratory Exercises to Teach Clinically Relevant Chemistry of Antibiotics

Sayed

Chelette

2014

American Journal of Pharmaceutical Education

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Objectives. To design, implement, and evaluate student performance on clinically relevant chemical and spectral laboratory exercises on antibiotics. Design. In the first of 2 exercises, second-year pharmacy students enrolled in an integrated laboratory sequence course studied the aqueous stability of ß-lactam antibiotics using a spectral visual approach. In a second exercise, students studied the tendency of tetracycline, rifamycins, and fluoroquinolones to form insoluble chelate complexes (turbidity) with polyvalent metals. Assessment. On a survey to assess achievement of class learning objectives, students agreed the laboratory activities helped them better retain important information concerning antibiotic stability and interactions. A significant improvement was observed in performance on examination questions related to the laboratory topics for 2012 and 2013 students compared to 2011 students who did not complete the laboratory. A 1-year follow-up examination question administered in a separate course showed >75% of the students were able to identify rifamycins-food interactions compared with <25% of students who had not completed the laboratory exercises. Conclusion. The use of spectral visual approaches allowed students to investigate antibiotic stability and interactions, thus reinforcing the clinical relevance of medicinal chemistry. Students' performance on questions at the 1-year follow-up suggested increased retention of the concepts learned as a result of completing the exercises.

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“…The survey instrument was modified from Roche VF and coworkers, 7 as well as based on the topics covered in the curriculum of IMU, which is one of the private pharmacy institutions in Malaysia. 1 Graduates from either undergraduate pharmacy program, are registerable with the Malaysia Pharmacy Board post-completion of a one year pharmacy pupillage training. The survey questionnaire was sent to IMU pharmacy alumni of both programs with a minimum of 1 year work experience in their respective fields.…”

Section: Methodsmentioning

confidence: 99%

“…[1][2][3][4][5] All of these innovative approaches are needed to train competent pharmacists for the ever demanding pharmaceutical services. The planning of an outcome-based curriculum has always been challenging to any pharmacy institution.…”

Section: Introductionmentioning

confidence: 99%

Chemistry Content in the Pharmacy Curriculum: Relevance to Develop Pharmacists Fit-to-work in Diverse Pharmacy Profession Sectors

Wu¹,

Anitha²,

Tiong³

et al. 2015

IJPER

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Background:The high employability of pharmacy graduates across various sectors such as in the community pharmacies and hospital settings, the pharmaceutical industries and academia has lent credence to the versatility of their professional training. Therefore, the aim of this study was to gauge the perception of International Medical University (IMU) pharmacy graduates on the applicability and relevance of the chemistry knowledge and practical skills acquired from their professional education in their working place. Methods: The survey was designed based on the pharmacy curriculum of IMU. Qualitative and quantitative responses were collected and analysed by three independent investigators who were not the respondents, and not lecturing in any part of the Chemistry curriculum. The study was completed when the qualitative feedback from respondents reached saturation. Results: Almost equal numbers of pharmacists from the different pharmacy disciplines: (1) industrial and regulatory, (2) hospital and clinical, (3) community and (4) academia, participated in this study. Most of the chemistry topics were rated as essential by the graduates. Some topics were rated very relevant (more than 80%) whereas only up to 30% of the graduates agreed on the essentiality of some topics to their profession. Conclusion: The study concluded that most of the current chemistry content is still essential in nurturing competent pharmacists for their respective disciplines. The outcomes of this study will be used as evidence to support the need for conducting a curriculum review, to better prepare graduates for their future employment.

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An Active-Learning Assignment Requiring Pharmacy Students to Write Medicinal Chemistry Examination Questions

Cited by 18 publications

References 14 publications

Students generate items for an online formative assessment: Is it motivating?

Students generate items for an online formative assessment: Is it motivating?

Laboratory Exercises to Teach Clinically Relevant Chemistry of Antibiotics

Chemistry Content in the Pharmacy Curriculum: Relevance to Develop Pharmacists Fit-to-work in Diverse Pharmacy Profession Sectors

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