Michael D Schwartz1, Martin M Zdanowicz. 1. Department of Pharmacy Practice, South University, Savannah, Georgia 31406, USA. mschwartz@southuniversity.edu
Abstract
PURPOSE: To qualify educational perceptions and instructional expectations for students and faculty in three health professions training programs: master's in physician assistant (PA), master's in anesthesia assistant (AA), and doctor of pharmacy (PharmD). METHODS: This study surveyed preclinical students enrolled in PA, AA, and PharmD programs, as well as faculty involved in their didactic instruction. A 30-question survey sought data on study and reading habits, preferred lecture style, career goals, and previous undergraduate educational experiences. RESULTS: Baseline demographic data were stratified and survey results were compared within as well as across the target study population. PA students routinely purchased texts and read systematically, while AA and PharmD students often relied on faculty PowerPoint slides. CONCLUSION: Despite numerous baseline similarities, there were strikingly different educational expectations among students in the three programs as well as significant disparities between students and faculty with regards to course design, study habits, and expectations.
PURPOSE: To qualify educational perceptions and instructional expectations for students and faculty in three health professions training programs: master's in physician assistant (PA), master's in anesthesia assistant (AA), and doctor of pharmacy (PharmD). METHODS: This study surveyed preclinical students enrolled in PA, AA, and PharmD programs, as well as faculty involved in their didactic instruction. A 30-question survey sought data on study and reading habits, preferred lecture style, career goals, and previous undergraduate educational experiences. RESULTS: Baseline demographic data were stratified and survey results were compared within as well as across the target study population. PA students routinely purchased texts and read systematically, while AA and PharmD students often relied on faculty PowerPoint slides. CONCLUSION: Despite numerous baseline similarities, there were strikingly different educational expectations among students in the three programs as well as significant disparities between students and faculty with regards to course design, study habits, and expectations.
Authors: Margarita V DiVall; Mary S Hayney; Wallace Marsh; Michael W Neville; Stephen O'Barr; Erin D Sheets; Larry D Calhoun Journal: Am J Pharm Educ Date: 2013-05-13 Impact factor: 2.047