Developing discipline-specific study skills for pharmacy students learning anatomy and physiology

Reinke, Nicole B., Llewelyn, Victoria, and Firth, Nerida (2014) Developing discipline-specific study skills for pharmacy students learning anatomy and physiology. International Journal of Innovation in Science and Mathematics Education, 22 (1). pp. 57-66.

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Abstract

Most new students in anatomy and physiology have minimal prior learning in either discipline, and lack appropriate study strategies for optimal learning in these disciplines. The purpose of this two-year study was to develop both learning strategies and materials to assist level one Bachelor of Pharmacy students at James Cook University in their learning of anatomy and physiology. The first year of this study introduced discipline-specific study skills sessions, incorporating active learning techniques and key anatomy and physiology concepts. Additional study aids, including a Libguide and a suite of interactive online activities were introduced in the second year of the study to support and encourage learning. Students completed a questionnaire which collected information about their demographics, subject grades, and perceptions of learning in this subject. Average academic achievement increased by approximately 11% over the two years. It is likely that the development of discipline-specific skills combined with the supply of interactive learning resources contributed to improved academic outcomes.

Item ID: 34964
Item Type: Article (Research - C1)
ISSN: 2200-4270
Keywords: discipline-specific study skills, attrition, assessment performance, pharmacy, anatomy and physiology
Funders: Higher Education Participation and Partnerships Program
Date Deposited: 17 Sep 2014 04:45
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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