Group items tagged

A lot of helpful articles specifically for pharmacy education!

Phillips, N. and Duke, M. (2001), The questioning skills of clinical teachers and preceptors: a comparative study. Journal of Advanced Nursing, 33: 523-529. doi: 10.1046/j.1365-2648.2001.01682.x This link will direct you to the abstract of this article by Nicole Phillips and Maxine Duke, which was published in the journal of Advanced Nursing in 2001. Unfortunately, the entire article is not available publicly, but it can be accessed through the library. The authors highlighted the idea that many educators use lower level questions. In fact, about 87% of the questions asked by preceptors were lower level!

Interesting article in the American Journal of Pharmaceutical Education about learning styles and the profession.

Review article from The American Journal of Pharmacy Education Relates to pharmacy students . Students who do not succeed as well often have several things in common. They do not monitor their learning and are not sure what they do and do not know before an exam. They spend inordinate amounts of time reviewing stuff they already know but not enough time studying on what they do not know. Lastly, they do not know if their study strategies are efficient until after the exam is done. Another interesting article to show the importance of metacognition to make the learning process your own.

Venneman et al., published in the Eurpean Journal of Social Sciences, evaluated the effect of demonstrations on students with different learning preferences (visual, auditory, read/write and kinesthetic). After evaluating pre-post demonstration examinations, all groups except auditory learners significantly improved after watching the demonstrations. This study showed that demonstrations does not work on everyone, especially auditory learners.

Packer et al., published in the European Journal of Dental Education, evaluated the confidence level of 45 undergraduate dental students treating their first patient requiring removable partial dentures. 23 students were given demonstration prior to carrying out the treatment and the rest didn't see a demonstration. The demonstration group indicated via survey that the demonstration facilitated confident, communication skills, understanding and recall in the clinical situation. Furthermore, 67% of the group without demonstrations believe they would have benefited from the demonstrations. This study shows that demonstrations right before completing a task is effective in increasing confidence and possibly communication, understanding and recall.

Crouch et al., published in the American Journal of Physics, evaluated students understanding of concepts with different modes of demonstrations (passive, active, or no demonstrations). Traditional (passive) demonstration was no more effective in enabling student learning then students that didn't see the demonstration. The study further found that students that were active or engaged in the demonstration had significantly greater understanding. Thus this study showed that it is more effective to have active demonstrations rather then passive (traditional) observations.

Informative study looking at how what students get out of a demonstration can vary widely depending on how it is approached. I think this shows very effectively that demonstrations given without background instruction, context, or guidance can fail to show the intended concept. Observers need to know what to look for.

Discusses the "Collaborative Clinical Education Model" that is necessary for effective precepting as well as qualities a preceptor should have and tips to facing preceptor challenges.

This article (which our very own Dr. Haines authored) from the American Journal of Pharmaceutical Education is a great reference that discusses types of questions as well as strategies for asking effective questions.

Nurse Educ Pract. 2007 Sep;7(5):285-92. Epub 2006 Dec 27. Review. This link will direct you to the abstract of this article by Honor M. Nicholl and Catherine A.B. Tracey, which was published in the journal of Nurse Education in Practice in 2007. Unfortunately, the entire article is not available publicly, but it can be accessed through the library. The article did a great job of breaking down the different steps required to develop effective questioning skills. It also highlights Bloom's taxonomy and gives example of question stems.