Improved Knowledge Retention Among Clinical Pharmacy Students Using an Anthropology Classroom Assessment Technique

Whitley, Heather P.; Parton, Jason

doi:10.5688/ajpe787140

Cited by 11 publications

(4 citation statements)

References 17 publications

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“…That is to say, a teaching or learning should have knowledge goal, skill-based goal and affective goal [15]. Although many healthcare professional fields applied this complete framework in their teaching and learning, many of them targeted on cognitive domain only [18, 19, 21, 22]. Besides, no learning self-efficacy scale in medical education was developed according to this framework, and the most efficacy scales in medical education were developed for a specific domain or a particular skill [12–14].…”

Section: Introductionmentioning

confidence: 99%

Development of a short and universal learning self-efficacy scale for clinical skills

Kang

Chang

et al. 2019

PLoS ONE

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BackgroundLearning self-efficacy, defined as learners’ confidence in their capability to learn specific subjects, is crucial for the enhancement of academic progress, because it is positively correlated with academic achievements and effective learning strategy use. In this study, we developed a universal scale called the Learning Self-Efficacy Scale (L-SES) for Clinical Skills for undergraduate medical students and validated it through item analysis and content validity index (CVI) calculation.DesignThe L-SES was developed based on the framework of Bloom’s taxonomy, and the questions were generated through expert consensus and CVI calculation. A pilot version of the L-SES was administered to 235 medical students attending a basic clinical skills course. The collected data were then examined through item analysis.ResultsThe first draft of the L-SES comprised 15 questions. After expert consensus and CVI calculation, 3 questions were eliminated; hence, the pilot version comprised 12 questions. The CVI values of the 12 questions were between .88 and 1, indicating high content validity. Moreover, the item analysis indicated that the quality of L-SES reached the qualified threshold. The results showed that the L-SES scores were unaffected by gender (t = −0.049; 95% confidence interval [−.115, .109], p > .05).ConclusionThe L-SES is a short, well-developed scale that can serve as a generic assessment tool for measuring medical students’ learning self-efficacy for clinical skills. Moreover, the L-SES is unaffected by gender differences. However, additional analyses in relevant educational settings are needed.

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Section: Introductionmentioning

confidence: 99%

Development of a short and universal learning self-efficacy scale for clinical skills

Kang

Chang

et al. 2019

PLoS ONE

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“…Three months was estimated to be adequate to allow nurses to integrate their theoretical knowledge into practice and to develop clinical skills with cuff pressure measurement. Nine months was considered an adequate time period for assessment of knowledge retention based on evidence from previous studies, which noted mixed results on knowledge retention between 6 and 12 months after educational intervention 33‐35 . Nurses answered the questionnaire privately within 20 to 30 minutes without any sources of reference under the monitoring of the main researcher.…”

Section: Methodsmentioning

confidence: 99%

Knowledge acquisition and retention among nurses after an educational intervention on endotracheal cuff pressure

Murugiah

Jamaluddin

Yahya

et al. 2021

Nursing in Critical Care

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Background Nurses play a key role in the proper management of endotracheal tube (ETT) cuff pressure, which is important for patients' safety, so it is vital to improve nurses' knowledge on safe cuff management practices. Aims and objectives This study aimed to evaluate the effectiveness of an educational intervention related to ETT cuff pressure management on improving and retaining critical care nurses' knowledge. Design A single group pre‐post interventional study was conducted involving 112 registered nurses (RNs) from a 24‐bed adult general intensive care unit at a teaching hospital in Malaysia. Methods The educational intervention included a theoretical session on endotracheal cuff pressure management and demonstration plus hands‐on practice with the conventional cuff pressure monitoring method. Nurses' knowledge was measured using a self‐administered questionnaire pre‐ and post‐intervention. Data were analysed using repeated measure analysis of variance and bivariate analysis. Results In this study, 92% of the total number of RNs in the unit participated. A significant difference in mean knowledge score was noted between the pre‐ (mean = 8.13; SD = 1.53) and post‐intervention phases (3 months [mean = 8.97; SD = 1.57) and 9 months post‐intervention [mean = 10.34; SD = 1.08), P < .001), indicating significant knowledge acquisition and retention between the phases. Knowledge gained between the pre‐ and 9 months post‐intervention phases significantly differed according to nurses' educational level. Conclusions This study supports existing evidence that ongoing educational interventions are essential to improve nurses' knowledge. However, further exploration is suggested to assess how well this knowledge is translated into clinical practice. Relevance to clinical practice Regular educational programmes with current updates would enhance nurses' knowledge through proper practice and clinical decision‐making skills; this, in turn, would help to standardize cuff management practices.

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Section: "It's Not That I Lost My Confidence It's That It's So Confumentioning

confidence: 99%

“…Instructors, the authors suggest, could add prompts for students to self-regulate during the course by setting goals and planning (Gollwitzer, 1999;Pintrich, 1999), require students to track their own time-on-task (Zimmerman, 1986) and add other self-evaluations. Self-evaluation options include "exam wrappers" after major tests, short reflection assignments, and CATS (classroom assessment techniques) (Ahmad, 2011;Angelo & Cross, 1993;Whitley & Parton, 2014).We also saw that some students attributed their low homework completion to uncontrollable reasons such as homework difficulty, sickness, and transition problems. If the uncontrollable reasons are external and unstable, it is acceptable for students to maintain their level of effort because their motivation and confidence for success in the future probably would not change.…”

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confidence: 99%

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

Bennett

Olsen

et al. 2018

AJEE

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Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a firstsemester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.Keywords: Attribution; Motivation; First Year Students; Homework INTRODUCTION ngaging in homework assignments is one of the most important parts of students' out-of-class learning. It is a critical avenue for deepening students' understanding of in-class knowledge, it helps students build their own knowledge system, and in general, homework contributes to overall academic success (Cooper, Robinson, & Patall, 2006;Vatterott, 2009). While participation in homework has been shown to have positive impacts on learning, many educators have difficulty in getting their students to complete assigned homework problems. Research on academic motivation has provided several interventions for encouraging students to complete homework assignments, but this research does little to highlight the reasons why students perform at different levels of homework completion rates in a particular course or to suggest which interventions are most appropriate for these different reasons. This paper discusses a qualitative research study that sought to understand the reasons why students do not complete homework assignments. Using attribution theory as a guiding framework, this study sought to understand the student-defi...

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Improved Knowledge Retention Among Clinical Pharmacy Students Using an Anthropology Classroom Assessment Technique

Cited by 11 publications

References 17 publications

Development of a short and universal learning self-efficacy scale for clinical skills

Development of a short and universal learning self-efficacy scale for clinical skills

Knowledge acquisition and retention among nurses after an educational intervention on endotracheal cuff pressure

Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

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