Changes in Pharmacy Students’ Self-Reported Learning Strategies Across a Four-Year Doctor of Pharmacy Program

• Published in: American journal of pharmaceutical education Vol. 87; no. 3; pp. ajpe8991 - 406
• Main Authors: Trinh, Anh M., Vu, Thao Thanh, Gruenberg, Katherine, MacDougall, Conan
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.04.2023; American Association of Colleges of Pharmacy; Elsevier Limited; American Journal of Pharmaceutical Education
• Subjects: Academic achievement; Active learning; Codes; Curricula; Curriculum; Education; Education, Pharmacy - methods; Educational Environment; Evaluation; Humans; Independent study; Learner Engagement; Learning Strategies; Medical education; Medical students; Pharmaceutical Education; Pharmacists; Pharmacy; pharmacy students; Prospective Studies; Reflective teaching; Response rates; Science Curriculum; Self Report; Student Behavior; Student Development; Students; Students, Pharmacy; study environment; Study Habits; Study skills; Teaching Methods; Training; United States; study environment; student development; study skills; pharmacy students
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe8991

Objective. Few studies describe changes in students’ class preparation, note-taking, and examination preparation over the course of professional school. This study aims to describe the use of these learning and study strategies by pharmacy students and to analyze changes during their education. Methods. We performed a prospective, observational cohort study of students at a single US pharmacy school from 2016-2019. Students completed an online survey on learning and study strategies at the beginning of each school year. Quantitative results were analyzed by level in pharmacy school during which the survey was completed as the primary predictor. Open-ended responses were thematically analyzed using an inductive approach. Results. We observed significant changes in strategies, including an increased use of audiovisual materials for course preparation, preference for electronic over manual notetaking, increasing use of lecture capture viewing, and increased use of peer materials in studying. Changes were generally largest between students’ first (P1) and second (P2) years in pharmacy school, representing adjustments in student behaviors during the P1 year. In some cases, changes from the surveys in the P1 to P2 years were followed by a gradual return toward P1 survey levels. Three themes described students’ comments: students’ preferences shaped their learning strategies, their experiences guided changes in learning strategies, and they used additional strategies beyond those included in the survey items. Conclusions. Significant changes in pharmacy student study strategies occurred over the course of their education. This may represent an opportunity to promote use of more effective approaches for long-term learning.