|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352959||618760||2016||7 صفحه PDF||سفارش دهید||دانلود رایگان|
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ObjectiveOur aim was to evaluate factors that predicted student performance on the pharmacy curriculum outcomes assessment (PCOA) examination.MethodsPCOA was administered to two P2 pharmacy classes in 2013 and 2014. Predictor data was collected during a learning style workshop using the Unified Learning Style Model (ULSM) and through institutional databases. Possible predictors of performance were included in a multiple linear regression. Variables included in the regression were chosen as predictors based upon previous studies in the health sciences literature.ResultsA total of 142 second professional year (P2) students completed the PCOA. Average PCOA scores were 363.5 ± 42.2. Significant predictors in the multiple linear regression included P1 grade point average (GPA) institution, Pharmacy College Admissions Test (PCAT) reading, accommodators (compared to assimilators), and students that did not prefer reading. Increases in P1 GPA, and PCAT reading improved PCOA scores. Students that did not prefer reading as a learning preference, accommodators, and institution on average led to a reduction in PCOA scores.ConclusionsOur pilot study found that P1 GPA, PCAT reading, institution, accommodators, and students that do not prefer reading may predict PCOA performance, which mirrors findings related to summative examinations in health sciences literature.
Journal: Currents in Pharmacy Teaching and Learning - Volume 8, Issue 2, March–April 2016, Pages 148–154