TY - JOUR
T1 - Student-generated, faculty-vetted multiple-choice questions
T2 - Value, participant satisfaction, and workload
AU - Schullo-Feulner, Anne
AU - Janke, Kristin K
AU - Chapman, Scott A
AU - Stanke, Luke
AU - Undeberg, Megan R
AU - Taylor, Charles
AU - Brown, Richard W.
AU - Straka, Robert J
PY - 2014/1
Y1 - 2014/1
N2 - Objective: To evaluate a student-generated question assignment in a pharmacotherapy course for (1) perceived educational value, (2) faculty and student satisfaction, (3) item quality, (4) workload, and (5) perceived benefit. Methods: Second-year pharmacy students in a dual campus college participated in generating patient-based vignettes with associated multiple-choice questions for an exam. Submissions were assessed by faculty in terms of structure and content and then made available to all students as a study aid. Project evaluation included examination of item quality as well as faculty and student surveys exploring educational value, general satisfaction with the assignment, and workload. Results: Post-project satisfaction surveys were completed by 97% of students (n = 165) and 100% of faculty (n = 8). Overall, 80% of students agreed or strongly agreed that they were proud of their group's final submission, and more than 85% agreed or strongly agreed that participation in the project assisted them in analyzing concepts and guidelines taught in class. All faculty members agreed or strongly agreed that the activity should be conducted in future offerings of the course. The average point biserial correlation coefficient for the student-generated items was 0.26 versus 0.22 for faculty-written items. Structure- and content-focused faculty spent an average of 27 minutes (SD 6) and 52 minutes (SD 14), respectively, to complete each assignment. Conclusion: A student-generated question assignment can be feasibly conducted across two campuses as an active learning exercise that enhances student-perceived learning of pharmacotherapy principles with a high level of both student and faculty satisfaction.
AB - Objective: To evaluate a student-generated question assignment in a pharmacotherapy course for (1) perceived educational value, (2) faculty and student satisfaction, (3) item quality, (4) workload, and (5) perceived benefit. Methods: Second-year pharmacy students in a dual campus college participated in generating patient-based vignettes with associated multiple-choice questions for an exam. Submissions were assessed by faculty in terms of structure and content and then made available to all students as a study aid. Project evaluation included examination of item quality as well as faculty and student surveys exploring educational value, general satisfaction with the assignment, and workload. Results: Post-project satisfaction surveys were completed by 97% of students (n = 165) and 100% of faculty (n = 8). Overall, 80% of students agreed or strongly agreed that they were proud of their group's final submission, and more than 85% agreed or strongly agreed that participation in the project assisted them in analyzing concepts and guidelines taught in class. All faculty members agreed or strongly agreed that the activity should be conducted in future offerings of the course. The average point biserial correlation coefficient for the student-generated items was 0.26 versus 0.22 for faculty-written items. Structure- and content-focused faculty spent an average of 27 minutes (SD 6) and 52 minutes (SD 14), respectively, to complete each assignment. Conclusion: A student-generated question assignment can be feasibly conducted across two campuses as an active learning exercise that enhances student-perceived learning of pharmacotherapy principles with a high level of both student and faculty satisfaction.
KW - Active learning
KW - Assessment
KW - Instructor workload
KW - Multiple-choice questions
KW - Pharmacotherapy
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U2 - 10.1016/j.cptl.2013.09.019
DO - 10.1016/j.cptl.2013.09.019
M3 - Article
AN - SCOPUS:84892476129
SN - 1877-1297
VL - 6
SP - 15
EP - 21
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
IS - 1
ER -