Adeola O Coker1, Kathleen A Lusk2, David F Maize3, Sushma Ramsinghani4, Regina A Tabor5, Elizabeth A Yablonski6, Alejandra Zertuche7. 1. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: grillo@uiwtx.edu. 2. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: lusk@uiwtx.edu. 3. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: maize@uiwtx.edu. 4. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: ramsingh@uiwtx.edu. 5. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: rtabor51@yahoo.com. 6. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: eayablo.s02864.us@wal-mart.com. 7. University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO #99, San Antonio, TX 78209, United States. Electronic address: azertuche@azinformatics.com.
Abstract
BACKGROUND AND PURPOSE: Repeated testing has been shown to improve knowledge retention in students. However, there is limited literature on the effect of repeated testing in pharmacy students. Our objective was to determine if repeated testing improved retention of pharmacy calculations and drug knowledge. EDUCATIONAL ACTIVITY AND SETTING: Second, third, and fourth year pharmacy students were invited to participate in this voluntary study. Participants were divided into GPA categories and randomly assigned to a control or study group. Seven quizzes were given to the study group over one academic year. No quizzes were given to the control group. Both groups had access to the question bank from which the quizzes were constructed. A final exam and survey were given to both groups at the end of the study. FINDINGS: We did not find an effect of repeated testing on knowledge retention for the study group compared to the control group in the study. However, when fourth year students were excluded from the analysis, we observed a benefit of repeated testing for lower-performing students. Over 90% of survey respondents agreed that repeated testing promoted long term knowledge and that students should test themselves repeatedly. However, approximately 60% of students admitted to not testing themselves repeatedly. Nearly 85% of survey respondents agreed that the school should implement a repeated testing program. SUMMARY: Overall, students believe repeated testing is beneficial, but few do it on their own. Repeated testing showed a benefit in at-risk students. Implementing a program of repeated testing can help low-performing students succeed academically.
RCT Entities:
BACKGROUND AND PURPOSE: Repeated testing has been shown to improve knowledge retention in students. However, there is limited literature on the effect of repeated testing in pharmacy students. Our objective was to determine if repeated testing improved retention of pharmacy calculations and drug knowledge. EDUCATIONAL ACTIVITY AND SETTING: Second, third, and fourth year pharmacy students were invited to participate in this voluntary study. Participants were divided into GPA categories and randomly assigned to a control or study group. Seven quizzes were given to the study group over one academic year. No quizzes were given to the control group. Both groups had access to the question bank from which the quizzes were constructed. A final exam and survey were given to both groups at the end of the study. FINDINGS: We did not find an effect of repeated testing on knowledge retention for the study group compared to the control group in the study. However, when fourth year students were excluded from the analysis, we observed a benefit of repeated testing for lower-performing students. Over 90% of survey respondents agreed that repeated testing promoted long term knowledge and that students should test themselves repeatedly. However, approximately 60% of students admitted to not testing themselves repeatedly. Nearly 85% of survey respondents agreed that the school should implement a repeated testing program. SUMMARY: Overall, students believe repeated testing is beneficial, but few do it on their own. Repeated testing showed a benefit in at-risk students. Implementing a program of repeated testing can help low-performing students succeed academically.
Authors: Benjamin D Aronson; Emily Eddy; Brittany Long; Olivia K Welch; Jennifer Grundey; Jessica L Hinson Journal: Am J Pharm Educ Date: 2021-05-19 Impact factor: 2.047