Shirley-Anne Boschmans1, Paul Webb2. 1. Department of Pharmacy, Faculty of Health Sciences, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. 2. School for Education Research and Engagement, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.
Abstract
OBJECTIVE: To determine whether achievement in pharmacology is related to students' general health vocabulary knowledge. METHODS: Students registered for the pharmacology modules in the second (n=117), third (n=54), and fourth (n=41) years of the bachelor of pharmacy degree program completed a general health vocabulary assessment. Results of the vocabulary assessments in Pharmacology 3 and Pharmacology 4 were used to determine the effects of academic progression. Grades in the summative Pharmacology 2 examination served as indicators of achievement in pharmacology. Focus group sessions were held with a convenience sample of Pharmacology 2 (n=12), Pharmacology 3 (n=10), and Pharmacology 4 (n=5) students. RESULTS: A significant, positive correlation between Pharmacology 2 grades and vocabulary assessment scores was demonstrated. Student perceptions revealed during focus group interviews were that poor pharmacy-related vocabulary knowledge impacted their ability to learn pharmacology. CONCLUSION: Achievement in pharmacology correlated positively with vocabulary knowledge (p=0.031) among a South African, multilingual student cohort in a setting where English is used in teaching and thus is imperative for learning.
OBJECTIVE: To determine whether achievement in pharmacology is related to students' general health vocabulary knowledge. METHODS: Students registered for the pharmacology modules in the second (n=117), third (n=54), and fourth (n=41) years of the bachelor of pharmacy degree program completed a general health vocabulary assessment. Results of the vocabulary assessments in Pharmacology 3 and Pharmacology 4 were used to determine the effects of academic progression. Grades in the summative Pharmacology 2 examination served as indicators of achievement in pharmacology. Focus group sessions were held with a convenience sample of Pharmacology 2 (n=12), Pharmacology 3 (n=10), and Pharmacology 4 (n=5) students. RESULTS: A significant, positive correlation between Pharmacology 2 grades and vocabulary assessment scores was demonstrated. Student perceptions revealed during focus group interviews were that poor pharmacy-related vocabulary knowledge impacted their ability to learn pharmacology. CONCLUSION: Achievement in pharmacology correlated positively with vocabulary knowledge (p=0.031) among a South African, multilingual student cohort in a setting where English is used in teaching and thus is imperative for learning.
Keywords:
achievement; general health vocabulary; multilingual; pharmacology; pharmacy
Authors: Jayesh R Parmar; Frederick R Tejada; Lynn A Lang; Miriam Purnell; Lisa Acedera; Ferdinand Ngonga Journal: Am J Pharm Educ Date: 2015-08-25 Impact factor: 2.047