Abstract
Background and purpose: The objective of this study was to evaluate the impact in student pharmacists’ exam performance learning outcomes and satisfaction after integrating the Muddiest Point assessment technique into exam reviews. Educational activity and setting: In 2016, the Muddiest Point, a formative assessment tool, was used to develop exam review sessions for second-year student pharmacists in an integrated pharmacotherapy course focused on the cardiovascular system. Performance scores on all four exams were compared between students in the 2015 and 2016 courses. Students’ complexity of learning was categorized using a taxonomy of learning structure. A survey was used to evaluate student perceptions of exam reviews and the Muddiest Point technique (MPT). Findings: Scores were higher on the second exam for the 83 students in the 2016 course (78.0% vs. 86.0%, p<0.001). There was no difference on other exam scores or overall course failures. Muddiest points submitted by students demonstrated a variety of taxonomy of learning levels. Student pharmacists surveyed at the conclusion of the course agreed that exam reviews were helpful for their preparation for exams and that the MPT was a valuable use of class time. Incorporating the MPT into exam reviews maintained exam scores and supported evaluation of student learning. In addition, student pharmacists were satisfied with this exam review method.
| Original language | English |
|---|---|
| Pages (from-to) | 1295-1302 |
| Number of pages | 8 |
| Journal | Currents in Pharmacy Teaching and Learning |
| Volume | 10 |
| Issue number | 9 |
| DOIs | |
| State | Published - 1 Sep 2018 |
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Keywords
- Classroom assessment technique
- Exam review
- Formative assessment
- Integrated pharmacotherapy
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Use of the Muddiest Point Technique as an exam review in an integrated pharmacotherapy course. / Bullock, Katura; Gibson, Caitlin Marie; Howard, Meredith; Liu, Jialiang; Tatachar, Amulya Vanguri; Yuet, Wei Cheng.
In: Currents in Pharmacy Teaching and Learning, Vol. 10, No. 9, 01.09.2018, p. 1295-1302.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Use of the Muddiest Point Technique as an exam review in an integrated pharmacotherapy course
AU - Bullock, Katura
AU - Gibson, Caitlin Marie
AU - Howard, Meredith
AU - Liu, Jialiang
AU - Tatachar, Amulya Vanguri
AU - Yuet, Wei Cheng
PY - 2018/9/1
Y1 - 2018/9/1
N2 - Background and purpose: The objective of this study was to evaluate the impact in student pharmacists’ exam performance learning outcomes and satisfaction after integrating the Muddiest Point assessment technique into exam reviews. Educational activity and setting: In 2016, the Muddiest Point, a formative assessment tool, was used to develop exam review sessions for second-year student pharmacists in an integrated pharmacotherapy course focused on the cardiovascular system. Performance scores on all four exams were compared between students in the 2015 and 2016 courses. Students’ complexity of learning was categorized using a taxonomy of learning structure. A survey was used to evaluate student perceptions of exam reviews and the Muddiest Point technique (MPT). Findings: Scores were higher on the second exam for the 83 students in the 2016 course (78.0% vs. 86.0%, p<0.001). There was no difference on other exam scores or overall course failures. Muddiest points submitted by students demonstrated a variety of taxonomy of learning levels. Student pharmacists surveyed at the conclusion of the course agreed that exam reviews were helpful for their preparation for exams and that the MPT was a valuable use of class time. Incorporating the MPT into exam reviews maintained exam scores and supported evaluation of student learning. In addition, student pharmacists were satisfied with this exam review method.
AB - Background and purpose: The objective of this study was to evaluate the impact in student pharmacists’ exam performance learning outcomes and satisfaction after integrating the Muddiest Point assessment technique into exam reviews. Educational activity and setting: In 2016, the Muddiest Point, a formative assessment tool, was used to develop exam review sessions for second-year student pharmacists in an integrated pharmacotherapy course focused on the cardiovascular system. Performance scores on all four exams were compared between students in the 2015 and 2016 courses. Students’ complexity of learning was categorized using a taxonomy of learning structure. A survey was used to evaluate student perceptions of exam reviews and the Muddiest Point technique (MPT). Findings: Scores were higher on the second exam for the 83 students in the 2016 course (78.0% vs. 86.0%, p<0.001). There was no difference on other exam scores or overall course failures. Muddiest points submitted by students demonstrated a variety of taxonomy of learning levels. Student pharmacists surveyed at the conclusion of the course agreed that exam reviews were helpful for their preparation for exams and that the MPT was a valuable use of class time. Incorporating the MPT into exam reviews maintained exam scores and supported evaluation of student learning. In addition, student pharmacists were satisfied with this exam review method.
KW - Classroom assessment technique
KW - Exam review
KW - Formative assessment
KW - Integrated pharmacotherapy
UR - http://www.scopus.com/inward/record.url?scp=85049448873&partnerID=8YFLogxK
U2 - 10.1016/j.cptl.2018.06.014
DO - 10.1016/j.cptl.2018.06.014
M3 - Article
VL - 10
SP - 1295
EP - 1302
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
SN - 1877-1297
IS - 9
ER -