Student pharmacists’ perceptions of a composite examination in their first professional year

Sharon Mcdonough, Elizabeth L. Alford, Shannon Finks, Robert Parker, Marie Chisholm-Burns, Stephanie Phelps

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Objective. To assess first-year (P1) pharmacy students’ studying behaviors and perceptions after implementation of a new computerized “composite examination” (CE) testing procedure. Methods. Student surveys were conducted to assess studying behavior and perceptions about the CE before and after its implementation. Results. Surveys were completed by 149 P1 students (92% response rate). Significant changes between survey results before and after the CE included an increase in students’ concerns about the limited number of questions per course on each examination and decreased concerns about the time allotted and the inability to write on the CEs. Significant changes in study habits included a decrease in cramming (studying shortly before the test) and an increase in priority studying (spending more time on one course than another). Conclusion. The CE positively changed assessment practice at the college. It helped overcome logistic challenges in computerized testing and drove positive changes in study habits.

Original languageEnglish (US)
Article number4
JournalAmerican Journal of Pharmaceutical Education
Volume80
Issue number1
DOIs
StatePublished - Jan 1 2016

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pharmacist
Pharmacists
Students
examination
Habits
Pharmacy Students
student
habits
testing procedure
logistics
Surveys and Questionnaires
time

All Science Journal Classification (ASJC) codes

  • Education
  • Pharmacology, Toxicology and Pharmaceutics(all)

Cite this

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