Scientific Poster Session I - Original Research

Original Research
  Saturday, October 12, 2024
  11:30 AM–01:00 PM

Abstract

Introduction: Study guides are commonly used by pharmacy educators; however, their optimal development, content and application is not defined. Cognitive science of learning suggests that learning is enhanced through active behaviors that involve information processing and reflection. This study sought to apply cognitive science principles to develop a study guide that supports pharmacy students’ learning of antifungal pharmacotherapy in a required anti-infectives course.

Research Question or Hypothesis: What are pharmacy students’ perceptions of a study guide developed based on cognitive science principles, and how does the study guide impact learning?

Study Design: IRB-approved, single-center, cross-sectional study

Methods: In Spring 2024, a post-lecture study guide was developed prompting students to compare across different antifungal classes and incorporating reflection questions that emphasized key learning points. Students’ perceptions (primary objective) were evaluated using an anonymous voluntary survey administered post-examination via Qualtrics. Quantitative responses were summarized using descriptive statistics, and open-ended responses were analyzed through thematic analysis. Impact on learning (secondary objective) was assessed by comparing scores on 4 relevant examination questions between students who used versus did not use the study guide using t-test, in Stata v14 with alpha of 0.05.

Results: Fifty-seven students (38%) responded to the survey. Among students who used the study guide, most felt it was of moderate to high value to learning (82%). Major themes describing how the study guide was useful: 1) helped to organize information, 2) helped to focus on important concepts, and 3) facilitated comparison of drug properties. Students also suggested incorporating practice questions and further aligning content for examination purposes. Students who used the study guide scored statistically significantly higher on the 4 relevant examination questions compared to those who did not (2.3 ± 0.1 versus 1.3 ± 0.4, p = 0.005).

Conclusion: A study guide developed based on cognitive science principles was well-received by pharmacy students and appeared to positively impact their learning.

Presenting Author

Zhe Han PharmD, EdM

Authors

Dorothea Rudorf PharmD, MS
MCPHS University