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首页> 美国卫生研究院文献>American Journal of Pharmaceutical Education >Impact of Student- Versus Instructor-Directed Case Discussions on Student Performance in a Pharmacotherapy Capstone Course
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Impact of Student- Versus Instructor-Directed Case Discussions on Student Performance in a Pharmacotherapy Capstone Course

机译：学生对讲师指导的案例讨论对药物治疗顶点课程中学生表现的影响

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>Objective. To evaluate the impact of incorporating student-directed (SD) vs instructor-directed (ID) active learning on student performance in a pharmacotherapy capstone course.>Design. This 9-credit course was redesigned from exclusively ID case discussions to a format in which half were SD and half were ID. Student performance on evaluation questions derived from SD sessions was compared with that from ID sessions.>Assessment. Overall, students (n=299) performed better on ID-session questions than on SD-session questions (78.7% vs 75.3%, correctly answered, respectively; p<0.001). For written evaluations, students performed better on ID-session questions than on SD-session questions (79.8% vs 73.9%, respectively; p<0.001). For verbal evaluations, students performed better on SD-session questions than on ID-session questions (79.5% vs 74.5%, respectively; p<0.001). After the course revision, student confidence regarding their ability to think critically, solve problems, make decisions, and pursue lifelong learning was high, and student and faculty feedback was positive.>Conclusion. Student performance in a pharmacotherapy capstone course remained acceptable when a combination of SD and ID active learning was used, but the addition of SD learning did not translate to better performance on course evaluations.
机译：>目标。要评估在药物治疗的顶峰课程中结合学生指导（SD）和讲师指导（ID）的主动学习对学生表现的影响。>设计。这9信贷课程从专门的ID案例讨论重新设计为一半的格式为SD，一半为ID的格式。将来自SD会话的评估问题的学生表现与来自ID会话的评估问题进行了比较。>评估。总的来说，学生（n = 299）在ID会话问题上的表现优于SD会话问题（78.7％） vs 75.3％，分别为正确答案； p <0.001）。对于书面评估，学生在ID会话问题上的表现优于SD会话问题（分别为79.8％和73.9％； p <0.001）。对于口头评估，学生在SD会话问题上的表现优于ID会话问题（分别为79.5％和74.5％； p <0.001）。课程修订后，学生对他们进行批判性思考，解决问题，做出决定和进行终身学习的能力的信心很高，并且学生和教职员工的反馈都是积极的。>结论。当结合使用SD和ID主动学习时，课程仍然可以接受，但是添加SD学习并不能转化为更好的课程评估性能。

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