Abstract
Computer module intervention is the process of exposing students to a series of discrete exercises for the purpose of strengthening students’ familiarity with conceptual material. The method has been suggested as a remedy to student under-preparedness. This study was conducted to determine the effectiveness of module intervention in improving and equalizing students’ module assessment and comprehensive final exam grade outcomes in a pharmacy calculations course. Pharmacy students encountered computer module exercises in a self-directed manner. Computer module and grade data were analyzed with respect to academic preparation and class cohort. Computer module scoring performance did not differ among students with respect to academic preparation. A difference in course final exam outcome was observed with respect to class cohort despite the use of module intervention. Despite similar performance on computer module exercises regardless of student academic background, computer module intervention did not result in an equalization of comprehensive final examination outcomes in pharmacy calculations. Consideration of instructional organization and potential constraints to self-directed learning are important to maximizing performance outcomes when using technology enhanced active learning methods.
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Acknowledgments
Study procedures and/or affiliated investigators were funded in part by Texas Higher Education Coordinating Board grant 08AP080001SHNa and National Institutes of Health grant NIH/NIGMS U54GM104942. In addition, special thanks to Mrs. Melva Davis and Ms. Jacqueline Wattley of the Texas Southern University Office of Student Services for their invaluable efforts during the collection of student admissions data.
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Bell, E.C., Fike, D.S., Liang, D. et al. Assessment of computer-mediated module intervention in a pharmacy calculations course. Educ Inf Technol 22, 2013–2025 (2017). https://doi.org/10.1007/s10639-016-9531-8
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DOI: https://doi.org/10.1007/s10639-016-9531-8