2012
DOI: 10.5688/ajpe769167
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Impact of Electronic Device Use in Class on Pharmacy Students’ Academic Performance

Abstract: Objectives. To evaluate and assess the impact of pharmacy students' electronic device (e-device) use during a lecture-based pharmacotherapeutics sequence. Methods. A validated survey instrument to assess e-device use was e-mailed to 238 second-(P2) and third-year (P3) pharmacy students. Grades were reviewed retrospectively and correlated with e-device use to determine its impact on academic performance. Results. Of 140 responding students (59% response rate), 106 reported using e-devices during class for cours… Show more

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Cited by 8 publications
(14 citation statements)
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“…32; 3,6 (WOS-JCR) Prescott et al (2012) 140 estudiantes de un curso de Farmacoterapéutica de segundo (P2) y tercer año (P3) que pueden usar dispositivos móviles en clase (universidad de EE. UU.…”
Section: Autores Participantes Y Contexto Principales Hallazgos Citas Google Scholarunclassified
“…32; 3,6 (WOS-JCR) Prescott et al (2012) 140 estudiantes de un curso de Farmacoterapéutica de segundo (P2) y tercer año (P3) que pueden usar dispositivos móviles en clase (universidad de EE. UU.…”
Section: Autores Participantes Y Contexto Principales Hallazgos Citas Google Scholarunclassified
“…During the past 2 decades increasing evidence has accumulated showing the positive impact on technology in education provided at both the classroom and advanced practice experience levels. [2][3][4][5][6][7][8][9][10] In response to the increasing positive evidence supporting the use of technology in pharmacy education, the college of pharmacy accrediting body, the American Council for Pharmacy Education, and the Center for Advancement of Pharmacy Education have promoted the increased use of technology to enhance the development of student skills and engagement. 1,2,4 Many schools have adapted their curriculum to incorporate technology.…”
Section: Introductionmentioning
confidence: 99%
“…To include variety in the teaching modality, PowerPoint slides were used in conjunction with a drawing workbook to deliver the same content in two ways. Based on the ongoing debate on the benefits and harms of student access to portable electronic devices in the classroom, 23 and also to eliminate an additional task for students to focus on, students were asked to leave their university-issued laptops behind for this session. This resulted in some initial degree of resistance and apprehension amongst students (reported anecdotally).…”
Section: Identification Of Case Themesmentioning
confidence: 99%