Large Class Student-Centered Pharmaceutical Science Instruction: Is Classroom Attendance Necessary? Does Performance Affect Course Assessment?
Peter C. Ruenitzpages: 3 - 19
- DOI: 10.1300/J060v08n01_02
- Version of record first published: 09Aug2000
Abstract:
Application of new instructional methods in a medicinal chemistry course offered to a class of 103 second-year pharmacy enrollees in 1995 resulted in marked improvements in rate and efficiency of content retention compared to traditional approaches. Review of student performance in and evaluation of this course suggested two matters for subsequent study: (a) the degree to which student acquisition of course content was related to regular attendance and the extent to which student course rating was affected by final exam performance. Composite data for the 1996–1998 course offerings indicated that final exam performance of students who attended class regularly was about one letter grade (9%) higher than the performance of students who attended class infrequently ( p < 0.001), even though both groups had similar overall aptitude (PCAT chemistry scores) and ability (prerequisite course grades). Parameters assessing support of student learning were independent of final exam average; that which directly assessed learning exhibited some dependence on this. These results have enabled identification of significant challenges associated with further streamlining of this course by relegation of information assimilation to out-of-class assignments and suggest that, regardless of the manner of course conduct, evaluation instruments should focus on assessment of how well the course/instructor fulfilled student needs associated with the learning experience.