Yuan Zhao1, Kimberly G Elder2. 1. Sam Houston State University College of Osteopathic Medicine, Department of Molecular and Cellular Biology, Box 2303, Huntsville, TX 77341, United States. Electronic address: yuan.zhao@shsu.edu. 2. Sullivan University College of Pharmacy and Health Sciences, Department of Clinical and Administrative Sciences, 2100 Gardiner Lane, Louisville, KY 40205, United States. Electronic address: kelder@sullivan.edu.
Abstract
BACKGROUND AND PURPOSE: Procrastination is common among collegiate students and has been associated with negative academic performance. Avoidance of procrastination may improve learning efficiency and outcomes, especially in course-intensive doctor of pharmacy (PharmD) programs. This study investigated the perceptions of pharmacy students on student-organized procrastination prevention events (PPEs) and determined whether participation in these events affected assessment grades. EDUCATIONAL ACTIVITY AND SETTING: Quarterly, voluntary PPEs for professional year one (PY1), professional year 2 (PY2), and professional year three (PY3) PharmD students were hosted by the Rho Chi Society. These events occurred one to two weeks prior to historically challenging assessments. Faculty of related courses were invited to lead review sessions. Rho Chi members designed and delivered interactive learning activities and were available for peer-led group study. Attendance was recorded and anonymous voluntary exit surveys were conducted. Assessment scores on topics of focus were compared between the group that attended the event vs. the group that did not attend. FINDINGS: Based on the 153 pooled anonymous survey results, the majority of participants were < 25 years of age, female, and did not have children. Perception data from the surveys were universally positive. Most assessment score comparisons of PPE attendees vs. non-attendees were not statistically significant. Immunology showed improved scores in event attendees. SUMMARY: Although attending PPEs did not significantly improve assessment scores in most courses, students recognized the benefits of the events. Future research could study the overall impact of these events and best practices for hosting them.
BACKGROUND AND PURPOSE: Procrastination is common among collegiate students and has been associated with negative academic performance. Avoidance of procrastination may improve learning efficiency and outcomes, especially in course-intensive doctor of pharmacy (PharmD) programs. This study investigated the perceptions of pharmacy students on student-organized procrastination prevention events (PPEs) and determined whether participation in these events affected assessment grades. EDUCATIONAL ACTIVITY AND SETTING: Quarterly, voluntary PPEs for professional year one (PY1), professional year 2 (PY2), and professional year three (PY3) PharmD students were hosted by the Rho Chi Society. These events occurred one to two weeks prior to historically challenging assessments. Faculty of related courses were invited to lead review sessions. Rho Chi members designed and delivered interactive learning activities and were available for peer-led group study. Attendance was recorded and anonymous voluntary exit surveys were conducted. Assessment scores on topics of focus were compared between the group that attended the event vs. the group that did not attend. FINDINGS: Based on the 153 pooled anonymous survey results, the majority of participants were < 25 years of age, female, and did not have children. Perception data from the surveys were universally positive. Most assessment score comparisons of PPE attendees vs. non-attendees were not statistically significant. Immunology showed improved scores in event attendees. SUMMARY: Although attending PPEs did not significantly improve assessment scores in most courses, students recognized the benefits of the events. Future research could study the overall impact of these events and best practices for hosting them.