Brendan D Stamper1, Amber V Buhler2, John P Harrelson3, Sigrid C Roberts4, Ashim Malhotra5, Fawzy A Elbarbry6, Deepa Rao7, Reza Karimi8, R Brigg Turner9, Catherine Marlow10, Leslie L Devaud11. 1. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: stamperb@pacificu.edu. 2. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: abuhler@pacificu.edu. 3. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: harrelsonj@pacificu.edu. 4. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: sroberts@pacificu.edu. 5. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: ashim.malhotra@pacificu.edu. 6. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: fawzy.elbarbry@pacificu.edu. 7. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: deeparao@pacificu.edu. 8. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: karimir@pacificu.edu. 9. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: brigg.turner@pacificu.edu. 10. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: cmarlow@pacificu.edu. 11. Pacific University School of Pharmacy, Hillsboro, OR 97123. Electronic address: devaudl@pacificu.edu.
Abstract
OBJECTIVE: Online prerequisite review (OPR) tutorials were designed and implemented to reinforce foundational scientific material in order to protect in-class time, foster self-directed learning, and ensure all students have similar baseline knowledge. METHODS: Twenty-one tutorials covering undergraduate prerequisite material were developed by faculty and organized into six core modules, comprising basic biology, chemistry, and physiology topics. A quiz on this material was given on the first day of each course. This score was correlated with the final exam score at course completion. Additional student and faculty feedback was collected through surveys. RESULTS: 2372 quiz-exam pairings were collected over three consecutive fall semesters. A one point increase in the quiz score was associated with a 3.6 point (95% confidence interval 3.1-4.0) higher exam score, as well as a greater probability of passing the exam (P<0.0001). Furthermore, simple linear regression revealed a positive correlation between quiz and exam scores (P<0.0001). Three full years of student survey data revealed an overwhelmingly positive perception of the OPR tutorials, and surveyed faculty reported better use of class time and improved student competency and participation. CONCLUSIONS: Implementation of OPR tutorials may give faculty more efficient use of class time, and their associated quizzes serve as an early indicator for students at-risk of not passing who are candidates for early interventions. Furthermore, the OPR tutorial design gives it great transferability to biomedical post-graduate programs.
OBJECTIVE: Online prerequisite review (OPR) tutorials were designed and implemented to reinforce foundational scientific material in order to protect in-class time, foster self-directed learning, and ensure all students have similar baseline knowledge. METHODS: Twenty-one tutorials covering undergraduate prerequisite material were developed by faculty and organized into six core modules, comprising basic biology, chemistry, and physiology topics. A quiz on this material was given on the first day of each course. This score was correlated with the final exam score at course completion. Additional student and faculty feedback was collected through surveys. RESULTS: 2372 quiz-exam pairings were collected over three consecutive fall semesters. A one point increase in the quiz score was associated with a 3.6 point (95% confidence interval 3.1-4.0) higher exam score, as well as a greater probability of passing the exam (P<0.0001). Furthermore, simple linear regression revealed a positive correlation between quiz and exam scores (P<0.0001). Three full years of student survey data revealed an overwhelmingly positive perception of the OPR tutorials, and surveyed faculty reported better use of class time and improved student competency and participation. CONCLUSIONS: Implementation of OPR tutorials may give faculty more efficient use of class time, and their associated quizzes serve as an early indicator for students at-risk of not passing who are candidates for early interventions. Furthermore, the OPR tutorial design gives it great transferability to biomedical post-graduate programs.
Authors: Melinda Verdone; Medha D Joshi; Thomas M Bodenstine; Jacalyn M Green; Sean M Lynch; Jacob P Gettig; Nancy Fjortoft Journal: Am J Pharm Educ Date: 2020-07 Impact factor: 2.047