An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students
Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students’ in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum. Methods. An assessment was administered to all incoming first-year pharmacy students...
Gespeichert in:
| Veröffentlicht in: | American journal of pharmaceutical education 2020-07, Vol.84 (7), p.892-896, Article ajpe7684 |
|---|---|
| Hauptverfasser: | , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 896 |
|---|---|
| container_issue | 7 |
| container_start_page | 892 |
| container_title | American journal of pharmaceutical education |
| container_volume | 84 |
| creator | Verdone, Melinda Joshi, Medha D. Bodenstine, Thomas M. Green, Jacalyn M. Lynch, Sean M. Gettig, Jacob P. Fjortoft, Nancy |
| description | Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students’ in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum.
Methods. An assessment was administered to all incoming first-year pharmacy students (N=180) during orientation to determine their foundational knowledge in key areas. Students who scored |
| doi_str_mv | 10.5688/ajpe7684 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7405308</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A635229577</galeid><els_id>S0002945923017102</els_id><sourcerecordid>A635229577</sourcerecordid><originalsourceid>FETCH-LOGICAL-c487t-71893e04afedaefb9ee0aa532aa2397aeac709f6182db1669b7a3c0de70945773</originalsourceid><addsrcrecordid>eNptkV1rFDEUhoModlsFf8KAN144NZNkksmNsC62FgoVqxdehbPJmW2WmWRNZgr992bZValKLgLnPOc9Hy8hrxp63squewfbHSrZiSdk0bQtr6WQ6ilZUEpZrUWrT8hpzltKG9EK9pyccKYU75hckC_LUN2EwQd8W93i0NfOJ7QTuurzHaQR7EP1IXm38WFTreKcMlZ9TNVVsHHcxy58ylP9HSFVt9PsMEz5BXnWw5Dx5fE_I98uPn5dfaqvby6vVsvr2opOTbVqOs2RCujRAfZrjUgBWs4AGNcKEKyiupdNx9y6kVKvFXBLHZaoaMv8Z-T9QXc3r0d0tvROMJhd8iOkBxPBm8eZ4O_MJt4bJWjLaVcE3hwFUvwxY57M6LPFYYCAcc6GCc46KanQBX39F7otxwhlvT0llJBasD_UBgY0PvSx9LV7UbOUvGVMH-Y-_w9VnsPR2xiw9yX-qOA4p00x54T97x0bavb-m1_-F5QdUCyHv_eYTLYeg8WDrcZF_2_RT2-Dsdk</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2434746942</pqid></control><display><type>article</type><title>An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students</title><source>EZB-FREE-00999 freely available EZB journals</source><source>ProQuest Central UK/Ireland</source><source>PubMed Central</source><source>Alma/SFX Local Collection</source><creator>Verdone, Melinda ; Joshi, Medha D. ; Bodenstine, Thomas M. ; Green, Jacalyn M. ; Lynch, Sean M. ; Gettig, Jacob P. ; Fjortoft, Nancy</creator><creatorcontrib>Verdone, Melinda ; Joshi, Medha D. ; Bodenstine, Thomas M. ; Green, Jacalyn M. ; Lynch, Sean M. ; Gettig, Jacob P. ; Fjortoft, Nancy</creatorcontrib><description>Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students’ in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum.
Methods. An assessment was administered to all incoming first-year pharmacy students (N=180) during orientation to determine their foundational knowledge in key areas. Students who scored <70% on the assessment (N=137) were instructed to complete a 10-module, online, self-directed bridging course focusing on physiology, biochemistry, math, and medical terminology during the first two weeks of the quarter to prepare them for first-quarter coursework. After completing the bridging course, participants completed the same assessment to determine content knowledge acquisition and retention. At the end of the quarter, the assessment was again administered to all first-year students, regardless of whether they had completed the bridging course.
Results. The average assessment score of students who completed the bridging course modules improved significantly (53% vs 76%). All students demonstrated significant improvement in assessment scores between orientation and the end of the quarter; however, bridging course participants achieved a greater increase in assessment scores (53% vs 73%) than nonparticipants (76% vs 81%). Significant relationships were found between assessment scores following completion of the bridging course and pass rates in first-quarter courses.
Conclusion. The online, self-directed bridging course offered at Midwestern University, Chicago College of Pharmacy proved successful as a method of knowledge acquisition and as a system for early identification (within the first two weeks of the quarter) of students in need of additional academic support.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe7684</identifier><identifier>PMID: 32773826</identifier><language>eng</language><publisher>Alexandria: Elsevier Inc</publisher><subject>Academic Achievement ; Behavioral Objectives ; Biochemistry ; bridging course ; Brief ; Community colleges ; Core curriculum ; early intervention ; Educational Resources ; Instructional materials ; Knowledge acquisition ; online ; Pharmacy ; Physiological aspects ; Physiology ; Science Curriculum ; Student attitudes ; Students ; Terminology</subject><ispartof>American journal of pharmaceutical education, 2020-07, Vol.84 (7), p.892-896, Article ajpe7684</ispartof><rights>2020 American Association of Colleges of Pharmacy</rights><rights>COPYRIGHT 2020 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2020</rights><rights>2020 American Association of Colleges of Pharmacy 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c487t-71893e04afedaefb9ee0aa532aa2397aeac709f6182db1669b7a3c0de70945773</citedby><cites>FETCH-LOGICAL-c487t-71893e04afedaefb9ee0aa532aa2397aeac709f6182db1669b7a3c0de70945773</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7405308/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2434746942?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793,64385,64387,64389,72469</link.rule.ids></links><search><creatorcontrib>Verdone, Melinda</creatorcontrib><creatorcontrib>Joshi, Medha D.</creatorcontrib><creatorcontrib>Bodenstine, Thomas M.</creatorcontrib><creatorcontrib>Green, Jacalyn M.</creatorcontrib><creatorcontrib>Lynch, Sean M.</creatorcontrib><creatorcontrib>Gettig, Jacob P.</creatorcontrib><creatorcontrib>Fjortoft, Nancy</creatorcontrib><title>An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students</title><title>American journal of pharmaceutical education</title><description>Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students’ in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum.
Methods. An assessment was administered to all incoming first-year pharmacy students (N=180) during orientation to determine their foundational knowledge in key areas. Students who scored <70% on the assessment (N=137) were instructed to complete a 10-module, online, self-directed bridging course focusing on physiology, biochemistry, math, and medical terminology during the first two weeks of the quarter to prepare them for first-quarter coursework. After completing the bridging course, participants completed the same assessment to determine content knowledge acquisition and retention. At the end of the quarter, the assessment was again administered to all first-year students, regardless of whether they had completed the bridging course.
Results. The average assessment score of students who completed the bridging course modules improved significantly (53% vs 76%). All students demonstrated significant improvement in assessment scores between orientation and the end of the quarter; however, bridging course participants achieved a greater increase in assessment scores (53% vs 73%) than nonparticipants (76% vs 81%). Significant relationships were found between assessment scores following completion of the bridging course and pass rates in first-quarter courses.
Conclusion. The online, self-directed bridging course offered at Midwestern University, Chicago College of Pharmacy proved successful as a method of knowledge acquisition and as a system for early identification (within the first two weeks of the quarter) of students in need of additional academic support.</description><subject>Academic Achievement</subject><subject>Behavioral Objectives</subject><subject>Biochemistry</subject><subject>bridging course</subject><subject>Brief</subject><subject>Community colleges</subject><subject>Core curriculum</subject><subject>early intervention</subject><subject>Educational Resources</subject><subject>Instructional materials</subject><subject>Knowledge acquisition</subject><subject>online</subject><subject>Pharmacy</subject><subject>Physiological aspects</subject><subject>Physiology</subject><subject>Science Curriculum</subject><subject>Student attitudes</subject><subject>Students</subject><subject>Terminology</subject><issn>0002-9459</issn><issn>1553-6467</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkV1rFDEUhoModlsFf8KAN144NZNkksmNsC62FgoVqxdehbPJmW2WmWRNZgr992bZValKLgLnPOc9Hy8hrxp63squewfbHSrZiSdk0bQtr6WQ6ilZUEpZrUWrT8hpzltKG9EK9pyccKYU75hckC_LUN2EwQd8W93i0NfOJ7QTuurzHaQR7EP1IXm38WFTreKcMlZ9TNVVsHHcxy58ylP9HSFVt9PsMEz5BXnWw5Dx5fE_I98uPn5dfaqvby6vVsvr2opOTbVqOs2RCujRAfZrjUgBWs4AGNcKEKyiupdNx9y6kVKvFXBLHZaoaMv8Z-T9QXc3r0d0tvROMJhd8iOkBxPBm8eZ4O_MJt4bJWjLaVcE3hwFUvwxY57M6LPFYYCAcc6GCc46KanQBX39F7otxwhlvT0llJBasD_UBgY0PvSx9LV7UbOUvGVMH-Y-_w9VnsPR2xiw9yX-qOA4p00x54T97x0bavb-m1_-F5QdUCyHv_eYTLYeg8WDrcZF_2_RT2-Dsdk</recordid><startdate>20200701</startdate><enddate>20200701</enddate><creator>Verdone, Melinda</creator><creator>Joshi, Medha D.</creator><creator>Bodenstine, Thomas M.</creator><creator>Green, Jacalyn M.</creator><creator>Lynch, Sean M.</creator><creator>Gettig, Jacob P.</creator><creator>Fjortoft, Nancy</creator><general>Elsevier Inc</general><general>American Association of Colleges of Pharmacy</general><general>Elsevier Limited</general><general>American Journal of Pharmaceutical Education</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7RQ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>U9A</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20200701</creationdate><title>An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students</title><author>Verdone, Melinda ; Joshi, Medha D. ; Bodenstine, Thomas M. ; Green, Jacalyn M. ; Lynch, Sean M. ; Gettig, Jacob P. ; Fjortoft, Nancy</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c487t-71893e04afedaefb9ee0aa532aa2397aeac709f6182db1669b7a3c0de70945773</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Academic Achievement</topic><topic>Behavioral Objectives</topic><topic>Biochemistry</topic><topic>bridging course</topic><topic>Brief</topic><topic>Community colleges</topic><topic>Core curriculum</topic><topic>early intervention</topic><topic>Educational Resources</topic><topic>Instructional materials</topic><topic>Knowledge acquisition</topic><topic>online</topic><topic>Pharmacy</topic><topic>Physiological aspects</topic><topic>Physiology</topic><topic>Science Curriculum</topic><topic>Student attitudes</topic><topic>Students</topic><topic>Terminology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Verdone, Melinda</creatorcontrib><creatorcontrib>Joshi, Medha D.</creatorcontrib><creatorcontrib>Bodenstine, Thomas M.</creatorcontrib><creatorcontrib>Green, Jacalyn M.</creatorcontrib><creatorcontrib>Lynch, Sean M.</creatorcontrib><creatorcontrib>Gettig, Jacob P.</creatorcontrib><creatorcontrib>Fjortoft, Nancy</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Career & Technical Education Database</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>American journal of pharmaceutical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Verdone, Melinda</au><au>Joshi, Medha D.</au><au>Bodenstine, Thomas M.</au><au>Green, Jacalyn M.</au><au>Lynch, Sean M.</au><au>Gettig, Jacob P.</au><au>Fjortoft, Nancy</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students</atitle><jtitle>American journal of pharmaceutical education</jtitle><date>2020-07-01</date><risdate>2020</risdate><volume>84</volume><issue>7</issue><spage>892</spage><epage>896</epage><pages>892-896</pages><artnum>ajpe7684</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students’ in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum.
Methods. An assessment was administered to all incoming first-year pharmacy students (N=180) during orientation to determine their foundational knowledge in key areas. Students who scored <70% on the assessment (N=137) were instructed to complete a 10-module, online, self-directed bridging course focusing on physiology, biochemistry, math, and medical terminology during the first two weeks of the quarter to prepare them for first-quarter coursework. After completing the bridging course, participants completed the same assessment to determine content knowledge acquisition and retention. At the end of the quarter, the assessment was again administered to all first-year students, regardless of whether they had completed the bridging course.
Results. The average assessment score of students who completed the bridging course modules improved significantly (53% vs 76%). All students demonstrated significant improvement in assessment scores between orientation and the end of the quarter; however, bridging course participants achieved a greater increase in assessment scores (53% vs 73%) than nonparticipants (76% vs 81%). Significant relationships were found between assessment scores following completion of the bridging course and pass rates in first-quarter courses.
Conclusion. The online, self-directed bridging course offered at Midwestern University, Chicago College of Pharmacy proved successful as a method of knowledge acquisition and as a system for early identification (within the first two weeks of the quarter) of students in need of additional academic support.</abstract><cop>Alexandria</cop><pub>Elsevier Inc</pub><pmid>32773826</pmid><doi>10.5688/ajpe7684</doi><tpages>5</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0002-9459 |
| ispartof | American journal of pharmaceutical education, 2020-07, Vol.84 (7), p.892-896, Article ajpe7684 |
| issn | 0002-9459 1553-6467 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7405308 |
| source | EZB-FREE-00999 freely available EZB journals; ProQuest Central UK/Ireland; PubMed Central; Alma/SFX Local Collection |
| subjects | Academic Achievement Behavioral Objectives Biochemistry bridging course Brief Community colleges Core curriculum early intervention Educational Resources Instructional materials Knowledge acquisition online Pharmacy Physiological aspects Physiology Science Curriculum Student attitudes Students Terminology |
| title | An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-28T02%3A21%3A34IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=An%20Online,%20Self-directed%20Pharmacy%20Bridging%20Course%20for%20Incoming%20First-Year%20Students&rft.jtitle=American%20journal%20of%20pharmaceutical%20education&rft.au=Verdone,%20Melinda&rft.date=2020-07-01&rft.volume=84&rft.issue=7&rft.spage=892&rft.epage=896&rft.pages=892-896&rft.artnum=ajpe7684&rft.issn=0002-9459&rft.eissn=1553-6467&rft_id=info:doi/10.5688/ajpe7684&rft_dat=%3Cgale_pubme%3EA635229577%3C/gale_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2434746942&rft_id=info:pmid/32773826&rft_galeid=A635229577&rft_els_id=S0002945923017102&rfr_iscdi=true |