American journal of pharmaceutical education · 2009
Redesign and evaluation of a patient assessment course.
Оценочное исследованиеСтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Sobieraj Diana M, McCaffrey Desmond, Lee Jennifer J
Аннотация
OBJECTIVES: To redesign a patient assessment course using a structured instructional design process and evaluate student learning.
DESIGN: Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics.
ASSESSMENT: Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% + or - 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response.
CONCLUSION: The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum.
DESIGN: Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics.
ASSESSMENT: Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% + or - 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response.
CONCLUSION: The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum.
Предметные рубрики MeSH
Clinical CompetenceComprehensionComputer-Assisted InstructionCooperative BehaviorCurriculumData CollectionDiagnostic Tests, RoutineDrug Information ServicesEducation, PharmacyEducational MeasurementHumansInternetPeer GroupPhysical ExaminationProblem-Based LearningProfessional-Patient RelationsProgram DevelopmentProgram EvaluationStudents, PharmacySurveys and QuestionnairesVital Signs