OBJECTIVES: To evaluate faculty members' and students' perceptions of study strategies and materials. METHODS: Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. RESULTS: Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). CONCLUSIONS: Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.
OBJECTIVES: To evaluate faculty members' and students' perceptions of study strategies and materials. METHODS: Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. RESULTS: Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). CONCLUSIONS: Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.
Authors: Melissa S Medina; Patrick J Medina; Donald S Wanzer; Jane E Wilson; Nelson Er; Mark L Britton Journal: Am J Pharm Educ Date: 2008-04-15 Impact factor: 2.047
Authors: Robert A Blouin; William H Riffee; Evan T Robinson; Diane E Beck; Charles Green; Pamela U Joyner; Adam M Persky; Gary M Pollack Journal: Am J Pharm Educ Date: 2009-12-17 Impact factor: 2.047
Authors: Jacqueline E McLaughlin; Meredith J Dean; Russell J Mumper; Robert A Blouin; Mary T Roth Journal: Am J Pharm Educ Date: 2013-12-16 Impact factor: 2.047