An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards

Gee, Deanna; Schulte, Margaret F.; Matsumoto, Rae R.

doi:10.5688/ajpe6825

Cited by 10 publications

(2 citation statements)

References 13 publications

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“…The ability of the quizzes to promote self-reflection and self-directed learning behaviors in first year students is important to emphasize here because these behaviors support life-long learning, a capability that is essential for healthcare professionals. These behaviors are also strongly encouraged and monitored by the US Accreditation Council for Pharmacy Education (ACPE) as part of their review of curricular and co-curricular activities within US pharmacy programs [ 22 , 23 , 24 ]. Our survey data also indicate that many students found the individual end-of-class formative quizzes stressful.…”

Section: Discussionmentioning

confidence: 99%

Use of End-of-Class Quizzes to Promote Pharmacy Student Self-Reflection, Motivate Students to Improve Study Habits, and to Improve Performance on Summative Examinations

Vinall

Kreys

2020

Pharmacy

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Underperforming students are often unaware of deficiencies requiring improvement until after poor performance on summative exams. The goal of the current study was to determine whether inclusion of individual end-of-class formative quizzes, which comprise of higher level Bloom’s questions, could encourage students to reflect on and address deficiencies and improve academic performance. Ninety-seven out of 123 first-year pharmacy students (79%) enrolled in a Biochemistry and Cell & Molecular Biology course participated in a single-blinded, randomized, controlled, crossover study. Paired t-test analyses demonstrated that that implementation of individual end-of-class formative quizzes resulted in significantly higher summative exam scores for below average students (p = 0.029). Notably, inclusion of quizzes significantly improved performance on higher Bloom’s questions for these students (p = 0.006). Analysis of surveys completed by students prior to summative exam indicate that the formative end-of-class quizzes helped students identify deficiencies (89%) and making them feel compelled to study more (83%) and attend review sessions (61%). Many students indicated that quizzes increased stress levels (45%). Our collective data indicate that quizzes can improve summative exam performance for below average first year pharmacy students, and improve self-reflection and student motivation to study. However, the impact on student stress levels should be considered.

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Section: Discussionmentioning

confidence: 99%

Use of End-of-Class Quizzes to Promote Pharmacy Student Self-Reflection, Motivate Students to Improve Study Habits, and to Improve Performance on Summative Examinations

Vinall

Kreys

2020

Pharmacy

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“…More than 70% of the students preferred to prepare for graduate school to improve their qualifications, and some of them were not suitable for or not interested in further professional research. However, they were influenced by the students around them who were "preparing for the exams" and unthinkingly followed the trend [13][14].…”

Section: Introductionmentioning

confidence: 99%

Constructing a traction model of college students’ willingness to receive career guidance and employment motivation

2024

Applied Mathematics and Nonlinear Sciences

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In order to better solve the problems of college student’s unwillingness to be employed as well as the difficulty of employment, this paper firstly determines the evaluation indexes of employment guidance and motivation through interviewing college students and experts, constructs the judgment matrix of the evaluation indexes, and carries out consistency test and weight calculation of the judgment matrix by using the fuzzy hierarchical analysis algorithm. Based on the distribution of questionnaires to obtain research data, data analysis software is used to analyze the employment of college students, for example. The data show that the comprehensive evaluation scores of college students’ willingness to accept employment guidance and employment motivation are 3.024433 and 3.468838, respectively, which are between average (3.00) and sound (4.00), indicating that the experts in employment guidance maintain an optimistic attitude towards the evaluation of college students’ willingness to accept employment guidance and employment motivation in this college. The score of female students’ willingness to accept employment guidance (3.68113) is lower than male students’ willingness to accept employment guidance (3.80013), and there is no significant correlation P>0.05. This paper’s research has a significant impact on college students’ employment and sheds light on the employment issue in society.

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Perspectives of Professionalism, Self-Awareness, Leadership, and Innovation and Entrepreneurship From Experiential Education Preceptors

Murry

Witry

et al. 2023

American Journal of Pharmaceutical Education

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An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards

Cited by 10 publications

References 13 publications

Use of End-of-Class Quizzes to Promote Pharmacy Student Self-Reflection, Motivate Students to Improve Study Habits, and to Improve Performance on Summative Examinations

Use of End-of-Class Quizzes to Promote Pharmacy Student Self-Reflection, Motivate Students to Improve Study Habits, and to Improve Performance on Summative Examinations

Constructing a traction model of college students’ willingness to receive career guidance and employment motivation

Perspectives of Professionalism, Self-Awareness, Leadership, and Innovation and Entrepreneurship From Experiential Education Preceptors

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