Pharmacy Practice Faculty Publications
Development and Perceptions of an Academic Success Tool for Pharmacy Students
Document Type
Article
Publication Date
7-1-2022
Journal Title
Research in Social and Administrative Pharmacy
ISSN
1934-8150
Volume
18
Issue
7
First Page
3131
Last Page
3136
DOI
10.1016/j.sapharm.2021.08.012
PubMed ID
34483081
Abstract
Objective: Some students may face challenges with graduate-level reading and writing, particularly in certain active learning pedagogies, such as team-based learning or peer instruction, which require extensive pre-reading. The objective of this study is to determine the perceived utility of an academic literacy (reading/writing) test for first professional year student pharmacists (P1s).
Methods: In a collaboration between pharmacy and linguistics faculty, an academic literacy assessment tool was developed using fall P1 course materials. After pilot testing and adjustments, the revised test was administered to all P1 students by trained facilitators, then scored. Students needing literacy support were identified, met with individually to debrief on the assessment, and offered a year-long, one-on-one tutoring program. P1 faculty participated in an end-of-semester focus group session to determine whether the assessment correctly identified students who benefited from literacy support, and to decide on the impact of subsequent support. Thematic analysis was performed on the data.
Results: A total of 13 students were identified as at-risk through the assessment. Since tutoring was optional, eight students met at least once, and two students met weekly during the ensuing semester. Faculty from the end-of-semester focus group 1) stated that the assessment accurately pre-identified students who struggled with literacy components of P1 coursework, and 2) expressed a wish for earlier identification of students with required instead of optional tutoring.
Conclusions: Faculty perceived that the tool accurately identified students, but the timing and the volunteer nature of the follow-up tutoring limited the success of the assessment effort.
Keywords
Academic literacy, academic success, at-risk student, interdisciplinary research, reading comprehension
Recommended Citation
Pitts, Merideth Hoagland; Smith, Nathanael; Bates, Jeffrey A.; Stevenson, Rachel; Fohner, Amy M; Moser, Haylee M; Pahl, Brenda; and Chen, Aleda, "Development and Perceptions of an Academic Success Tool for Pharmacy Students" (2022). Pharmacy Practice Faculty Publications. 429.
https://digitalcommons.cedarville.edu/pharmacy_practice_publications/429