Original Research
Tuesday, November 14, 2023
08:30 AM–10:00 AM
Abstract
Introduction: Remediation policies are recommended in pharmacy education to identify poor student performance and implement successful intervention. At St. Louis College of Pharmacy, a biomedical literature evaluation course implemented an in-semester individual remediation examination policy in 2020. Student perceptions and outcomes were assessed in 2022, and course faculty conducted a study again in 2023.
Research Question or Hypothesis: Should in-semester individual examination remediation policies be utilized in professional pharmacy courses?
Study Design: Pre/post-quantitative surveys
Methods: An 11-item pre-remediation questionnaire was administered to all students enrolled in a biomedical literature evaluation course in 2022 and 2023. A matched post-survey was administered to students eligible to remediate individual examinations. Survey items were assessed on a 5-point Likert scale (1=strongly disagree through 5=strongly agree). Grades were analyzed in aggregate. The primary objective of the study was to evaluate an in-semester individual remediation examination policy from multiple course offerings. Descriptive statistics and chi-square tests were utilized as appropriate.
Results: One-hundred sixty-two (83.5%) of 194 students enrolled completed the pre-remediation survey. Students expressed they would prefer to remediate individual examinations (mean 4.7 + 0.58) instead of taking one cumulative course remediation examination. Forty-four percent of students who were eligible to remediate at least one examination chose to, with several indicating that remediating would not enhance overall course grades in the post-survey. Significantly more students improved their examination scores to =70% through remediation (n=23 vs. n=12, p<0.001). Mean initial examination scores were 60.6% + 5.5 and increased to 71.1% + 13.4 after remediation.
Conclusion: Students enrolled in two iterations of the course preferred to remediate individual examinations and had successful results. In-semester individual examination remediation policies may be a favored remediation strategy in professional pharmacy courses, but adoption could depend on course structure and students’ current course performance.
Presenting Author
Haley N. Johnson PharmDWest Virginia University Medicine
Authors
Paul Juang PharmD
St. Louis College of Pharmacy at University of Health Sciences and Pharmacy in St. Louis
Scott Micek PharmD
St. Louis College of Pharmacy at University of Health Sciences and Pharmacy in St. Louis
Megan Tang Student Pharmacist
St. Louis College of Pharmacy at University of Health Sciences and Pharmacy in St. Louis
Besu Teshome PharmD, MSc
St. Louis College of Pharmacy at University of Health Sciences and Pharmacy in St. Louis
Naafiah Raidah Student Pharmacist
St. Louis College of Pharmacy at University of Health Sciences and Pharmacy in St. Louis