Development and Assessment of an Academic Performance Enrichment Program for Low-Performing, First-Year Pharmacy Students

Autor/inn/en	Dirks-Naylor, Amie J.; Cook, Corbin; Nhean, Pov
Titel	Development and Assessment of an Academic Performance Enrichment Program for Low-Performing, First-Year Pharmacy Students
Quelle	In: Advances in Physiology Education, 43 (2019) 3, S.259-265 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00184.2018
Schlagwörter	Academic Achievement; Enrichment Activities; Low Achievement; Pharmacy; Pharmaceutical Education; Enrollment; Time Management; Study Skills; Metacognition; Program Effectiveness; Student Attitudes; Tutoring; Graduate Students; Teaching Assistants; Biological Sciences + Suchen Sie Ihr Suchwort? Schulleistung; Bereicherungsprogramm; Unterdurchschnittliche Leistung; Apotheke; Einschulung; Zeitmanagement; Studientechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Förderkonzept; Nachhilfeunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Abwasserbiologie
Abstract	Pharmacy school applications have steadily declined over the past several years. Thus pharmacy schools are not only searching for effective means to increase enrollment of qualified candidates, but are also focusing on the development of programs to improve academic performance and retention of enrolled students. To address the needs of struggling first-year pharmacy students enrolled in an Integrated Biological Sciences (BSI) course, an academic performance enrichment program (APEP) was developed. The program was designed to improve academic success by engaging low-performing students with the aims of improving their time management skills, study skills, metacognition, and understanding of BSI course material. The APEP consisted of structured tutoring sessions twice per week, which were required for all students with a course grade =73.5% at any point during the semester. To assess program effectiveness, performance improvement on BSI exams by the APEP students were compared with that of non-APEP students in the same class and to those in the previous 3 yr. Student perceptions of the program were also evaluated via an online survey. The APEP was deemed effective in that a greater percentage of students were able to improve their exam scores and to a greater extent by attending the APEP sessions compared with non-APEP students in the same class and with low-performing students in previous years when the APEP did not exist. Furthermore, APEP students believed the program was effective in meeting its aims. In conclusion, the APEP was effective in improving academic performance of low-performing students in BSI. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01