Journal of Educational Evaluation for Health Professions

Research articles

Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study: Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto; J Educ Eval Health Prof. 2022;19:29. Published online October 27, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.29

1,534 View
149 Download

Abstract PDF Supplementary Material: Purpose
The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.
Methods
Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.
Results
In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.
Conclusion
Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic: Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed; J Educ Eval Health Prof. 2021;18:6. Published online April 12, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.6

6,427 View
326 Download
11 Web of Science
13 Crossref

Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

Citations

Citations to this article as recorded by

What's been trending with OSCEs in pharmacy education over the last 20 years? A bibliometric review and content analysis
Angelina S. Lim, Yeap Li Ling, Kyle J. Wilby, Vivienne Mak
Currents in Pharmacy Teaching and Learning.2024; 16(3): 212. CrossRef
Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic
Mohamed Hassan Elnaem, Muna Barakat, Naeem Mubarak, Mohammed Salim K.T., Doaa H. Abdelaziz, Ahmed Ibrahim Fathelrahman, Abrar K. Thabit, Diana Laila Ramatillah, Ali Azeez Al-Jumaili, Nabeel Kashan Syed, Mohammed Fathelrahman Adam, Md. Sanower Hossain, Moh
Saudi Pharmaceutical Journal.2023; 31(3): 410. CrossRef
Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy
Harjit Singh, Daniel Malone, Angelina S. Lim
American Journal of Pharmaceutical Education.2023; 87(7): 100099. CrossRef
A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education
Sanah Hasan, Hamzah AlZubaidi, Subish Palaian, Muaed AlOmar, Nadir Kheir, Yassin Al Hariri, Sawsan Shanableh, Ahmed Gaili, Abby Kahaleh
American Journal of Pharmaceutical Education.2023; 87(12): 100555. CrossRef
Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration
Haniye Mastour, Nazanin Shamaeian Razavi
Shiraz E-Medical Journal.2023;[Epub] CrossRef
Virtual OSCE: Experience and challenges with a large cohort of pharmacy students
Hanis Hanum Zulkifly, Izzati Abdul Halim Zaki, Mahmathi Karuppannan, Zakiah Mohd Noordin
Pharmacy Education.2022; 22(1): 23. CrossRef
Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
Vivienne Mak, Sunanthiny Krishnan, Sara Chuang
Healthcare.2022; 10(2): 328. CrossRef
Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef
Perceptions of undergraduate pharmacy students towards online assessments used during the COVID-19 pandemic in a public university in Malaysia
Usman Abubakar, A'isyah Humaira' Mohd Salehudin, Nik Afiqah Athirah Nik Mohd Asri, Nur Atiqah Mohammad Rohi, Nur Hasyimah Ramli, Nur Izzah Mohd Khairuddin, Nur Fariesya Saiful Izham, Siti Hajar Nasrullah, Auwal Adam Sa’ad
Pharmacy Education.2022; 22(1): 191. CrossRef
Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef
COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review
Jennifer Courtney, Erika Titus-Lay, Ashim Malhotra, Jeffrey Nehira, Islam Mohamed, Welly Mente, Uyen Le, Linda Buckley, Xiaodong Feng, Ruth Vinall
Pharmacy.2022; 10(3): 60. CrossRef
Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases
Michelle Flood, Judith Strawbridge, Eimear Ní Sheachnasaigh, Theo Ryan, Laura J. Sahm, Aoife Fleming, James W. Barlow
Currents in Pharmacy Teaching and Learning.2022; 14(12): 1525. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef

Development and evaluation of an elective course on the pharmacist’s role in disaster management in France: Marc Montana, Fanny Mathias, Pascal Rathelot, Jérôme Lacroix, Patrice Vanelle; J Educ Eval Health Prof. 2019;16:19. Published online July 15, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.19

12,952 View
183 Download
6 Web of Science
6 Crossref

Abstract PDF Supplementary Material

Purpose
To describe our experiences with the development of an elective course on the pharmacist’s role in disaster management for third-year pharmacy students and to evaluate its effects on students’ knowledge and their perceptions of the introduction of this course into the curriculum.
Methods
An expert team of physicians, surgeons, and pharmacists of the Service de Santé des Armées, pharmacists teaching at the Faculty of Pharmacy, and pharmacists from the Bataillon des Marins Pompiers de Marseille developed a program consisting of 30 hours of modules on disaster response training based on previously published recommendations, a literature analysis, and international guidelines. Students’ knowledge of key competencies was assessed after some teaching sessions through a multiple-choice quiz. Students’ self-perceived knowledge, perceptions of teaching quality, and degree of satisfaction were evaluated through a voluntary survey after the last teaching session on November 15.
Results
The final curriculum consisted of 6 modules. Students’ knowledge of key competencies was assessed using multiple-choice quizzes, with a mean score of 19 of 25. Almost all students (98.3%) reported that this training program improved their knowledge of the pharmacist’s role in disaster management, and 79.3% stated that they would recommend this optional course.
Conclusion
This training course demonstrated the potential to increase the number of pharmacists prepared to respond to disasters. It also expanded students’ understanding of the pharmacist’s role and stimulated their interest in emergency preparedness. Further refinement of the program, including a simulation of mass triage in an emergency setting, will be conducted next year.

Citations

Citations to this article as recorded by

A Scoping Review of Pharmacists’ and Pharmacy Students’ Knowledge, Skills, and Attitudes in Medical Emergencies
Thalita Zago Oliveira, Clara Zambon de Rezende, Higor Weslley Cardoso, Sofia Fernandes Nascimento, João Paulo Alves Cunha, Carla Assad Lemos, Fabiana Rossi Varallo, Leonardo Régis Leira Pereira
American Journal of Pharmaceutical Education.2024; 88(1): 100606. CrossRef
How to Best Prepare Pharmacy Students for Disaster Management: A Qualitative Study
Chairun Wiedyaningsih, Akhmad Kharis Nugroho, Niken Nur Widyakusuma, Septimawanto Dwi Prasetyo
Disaster Medicine and Public Health Preparedness.2023;[Epub] CrossRef
Impact of Nursing Clinical Elective Courses on New Graduate Nurses' Clinical Practice
Lisa S. Lewis, A. Michelle Hartman, Christina Leonard, Allen Cadavero, Staci S. Reynolds
Nurse Educator.2023;[Epub] CrossRef
Assessment of drug needs and contributions of pharmacists in the aftermath of the 2011 triple disaster in Fukushima, Japan: A combined analysis
Takanao Hashimoto, Akihiko Ozaki, Saori Nonaka, Yasuhiro Kotera, Toyoaki Sawano, Masaharu Tsubokura, Kitae Ito, Tomoyoshi Oikawa
International Journal of Disaster Risk Reduction.2023; 98: 104102. CrossRef
Experience of pharmacy involvement in a disaster simulation exercise within a pediatric hospital emergency department: A pilot project
Kayla Marks, Sarita Chung, Joyce Li, Mark Waltzman, Shannon Manzi, Dhara Shah
American Journal of Health-System Pharmacy.2022; 79(9): e124. CrossRef
Evaluation of Disaster Medicine Preparedness among Healthcare Profession Students: A Cross-Sectional Study in Pakistan
Ali Hassan Gillani, Mohamed Izham Mohamed Ibrahim, Jamshaid Akbar, Yu Fang
International Journal of Environmental Research and Public Health.2020; 17(6): 2027. CrossRef

Brief Report

Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine: Christian Chinyere Ezeala, Nalucha Siyanga; J Educ Eval Health Prof. 2015;12:46. Published online September 25, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.46

28,072 View
168 Download
6 Web of Science
5 Crossref

Abstract PDF

It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ), with the goal of analysing students’ study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores within subscales were analysed and compared quantitatively. Questionnaires were distributed to 37 students in the regular program, and to 30 students in the parallel program. The response rate was 100%. Students had moderate to good study skills: 22 respondents (32.8%) showed good study skills, while 45 respondents (67.2%) were found to have moderate study skills. Students in the parallel program demonstrated significantly better study skills (mean SSAQ score, 185.4±14.5), particularly in time management and writing, than the students in the regular program (mean SSAQ score 175±25.4; P<0.05). No significant differences were found according to age, gender, residential or marital status, or level of study. The students in the parallel program had better time management and writing skills, probably due to their prior work experience. The more intensive training to students in regular program is needed in improving time management and writing skills.

Citations

Citations to this article as recorded by

Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
Ivan Sisa, María Sol Garcés, Cristina Crespo-Andrade, Claudia Tobar
Healthcare.2023; 11(3): 375. CrossRef
STUDY SKILLS AND ACADEMIC PERFORMANCE OF MEDICAL STUDENTS OF URMIA UNIVERSITY OF MEDICAL SCIENCES
Hassan Saber, Ali Heidari, Marziye Mohammadpourr, Hamid Reza Khalkhali, Sima Masudi
Studies in Medical Sciences.2023; 34(2): 68. CrossRef
Examining anxiety and stress regarding virtual learning in colleges of health sciences: A cross-sectional study in the era of the COVID-19 pandemic in Saudi Arabia
Tahani Alshammari, Sarah Alseraye, Rawabi Alqasim, Aleksandra Rogowska, Nouf Alrasheed, Musaad Alshammari
Saudi Pharmaceutical Journal.2022; 30(3): 256. CrossRef
Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students
Bernadette D'Souza, Amy E. Broeseker
Currents in Pharmacy Teaching and Learning.2022; 14(5): 561. CrossRef
Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia
Aubrey Chichonyi Kalungia, Micheal Chigunta, James Sichone, Bugewa Apampa, Sarah Marshall, Claire May, Georgina Mulundu, Chiluba Mwila, Sekelani Stanley Banda
Pharmacy Education.2021; 21: 133. CrossRef

Research Articles

Assessment of students’ satisfaction with a student-led team-based learning course: Justin W. Bouw, Vasudha Gupta, Ana L. Hincapie; J Educ Eval Health Prof. 2015;12:23. Published online June 11, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.23

42,821 View
209 Download
18 Web of Science
14 Crossref

Abstract PDF

Purpose
To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Citations

Citations to this article as recorded by

Application of lecture-and-team-based learning in stomatology: in-class and online
Biyao Wang, Shan Jin, Minghao Huang, Kaige Zhang, Qing Zhou, Xinwen Zhang, Xu Yan
BMC Medical Education.2024;[Epub] CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
Medical Education Online.2023;[Epub] CrossRef
Team-Based Learning in Prosthodontics Courses: Students’ Satisfaction
Selma A Saadaldin, Elzahraa Eldwakhly, Sundus Naji Alaziz, Alhanoof Aldegheishem, Amal M El sawy, Maha M. Fahmy, Sahar M. Alsamady, Nozha M. Sawan, Mai Soliman, Boonlert Kukiattrakoon
International Journal of Dentistry.2022; 2022: 1. CrossRef
The effect of online and in-person team-based learning (TBL) on undergraduate endocrinology teaching during COVID-19 pandemic
Shafeena Anas, Ioannis Kyrou, Mariann Rand-Weaver, Emmanouil Karteris
BMC Medical Education.2022;[Epub] CrossRef
Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic
Ahmad A. Shahba, Zaid Alashban, Ibrahim Sales, Abdelrahman Y. Sherif, Osman Yusuf
International Journal of Environmental Research and Public Health.2022; 19(7): 3902. CrossRef
Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic
Yonghui Feng, Bin Zhao, Jun Zheng, Yajing Fu, Yongjun Jiang
BMC Medical Education.2022;[Epub] CrossRef
Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef
Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial
Cassian Cremerius, Gertraud Gradl-Dietsch, Frank J. P. Beeres, Björn -Christian Link, Lea Hitpaß, Sven Nebelung, Klemens Horst, Christian David Weber, Carl Neuerburg, Daphne Eschbach, Christopher Bliemel, Matthias Knobe
European Journal of Trauma and Emergency Surgery.2021; 47(4): 1189. CrossRef
Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process
Ahmad A. Shahba, Ibrahim Sales
Saudi Pharmaceutical Journal.2021; 29(11): 1323. CrossRef
Using Team-Based Learning to Promote Engineering Students’ Performance and Self-Efficacy in a Technical Writing Class
Shenghua Zha, Shenghua Wu, Julie M. Estis
IEEE Transactions on Professional Communication.2021; 64(4): 456. CrossRef
Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic
Yun Li, Nicholas A. Sears, Ian V. J. Murray, Kamlesh K. Yadav
AERA Open.2021; 7: 233285842110672. CrossRef
Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation
Mariana Lucas da Rocha Cunha, Fernanda Amendola, Maria Mercedes Fernandez Samperiz, Andrea Gomes da Costa Mohallem
Nurse Education in Practice.2018; 33: 141. CrossRef
A systematic review of the published literature on team-based learning in health professions education
Tyler Reimschisel, Anna L. Herring, Jennifer Huang, Tara J. Minor
Medical Teacher.2017; 39(12): 1227. CrossRef
Faculty perception of team-based learning over multiple semesters
Clark D. Kebodeaux, Golden L. Peters, Paul M. Stranges, Jamie L. Woodyard, Scott Martin Vouri
Currents in Pharmacy Teaching and Learning.2017; 9(6): 1010. CrossRef

Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji: Christian C Ezeala, Arnold A Ram, Napolioni Vulakouvaki; J Educ Eval Health Prof. 2013;10:9. Published online December 23, 2012; DOI: https://doi.org/10.3352/jeehp.2013.10.9

29,006 View
156 Download
12 Crossref

PDF

Citations

Citations to this article as recorded by

A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education
Chamipa Phanudulkitti, Surangkana Puengrung, Rittnarong Meepong, Kathryn Vanderboll, Karen Bell Farris, Sarah E. Vordenberg
Exploratory Research in Clinical and Social Pharmacy.2023; 11: 100316. CrossRef
Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status
Ghazwa B Korayem, Omar A Alshaya, Sawsan M Kurdi, Lina I Alnajjar, Aisha F Badr, Amjaad Alfahed, Ameera Cluntun
Advances in Medical Education and Practice.2022; Volume 13: 649. CrossRef
Impact of the educational technology use in undergraduate pharmacy teaching and learning – A systematic review
Chooi Yeng Lee, Shaun Wen Huey Lee
Pharmacy Education.2021; 21: 159. CrossRef
Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia
Christian Chinyere Ezeala
Journal of Educational Evaluation for Health Professions.2020; 17: 8. CrossRef
Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners
Liza Barbarello Andrews, Les Barta
Current Pharmacology Reports.2020; 6(4): 182. CrossRef
Assessing the effectiveness of an online dental pharmacology course
Miguel A. Morales‐Pérez, Alba R. Muñoz‐Gómez, Gabriela Argumedo, José F. Gómez‐Clavel
Journal of Dental Education.2020; 84(8): 902. CrossRef
A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice
Jon-Marc G. Rodriguez, Kevin H. Hunter, Leah J. Scharlott, Nicole M. Becker
Journal of Chemical Education.2020; 97(10): 3506. CrossRef
Pharmacists’ Knowledge and Practice of Issues Related to Using Psychotropic Medication in Elderly People in Ethiopia: A Prospective Cross-Sectional Study
Gashaw Binega Mekonnen, Alemante Tafese Beyna
BioMed Research International.2020; 2020: 1. CrossRef
Examining the effectiveness of guided inquiry with problem-solving process and cognitive function training in a high school chemistry course
Niwat Tornee, Tassanee Bunterm, Kerry Lee, Supaporn Muchimapura
Pedagogies: An International Journal.2019; 14(2): 126. CrossRef
Curriculum integration of virtual patients
Karen Dahri, Kimberley MacNeil, Fong Chan, Emilie Lamoureux, Mattie Bakker, Katherine Seto, Janice Yeung
Currents in Pharmacy Teaching and Learning.2019; 11(12): 1309. CrossRef
Palestinian pharmacists’ knowledge of issues related to using psychotropic medications in older people: a cross-sectional study
Ramzi Shawahna, Mais Khaskiyyi, Hadeel Abdo, Yasmen Msarwe, Rania Odeh, Souad Salame
Journal of Educational Evaluation for Health Professions.2017; 14: 8. CrossRef
Peritoneal Dialysis University for Surgeons: A Peritoneal Access Training Program
John H. Crabtree, Todd Penner, Sean W. Armstrong, John Burkart
Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis.2016; 36(2): 177. CrossRef

Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?: Boaz Shulruf, Meisong Li, Judy McKimm, Melinda Smith; J Educ Eval Health Prof. 2012;9:7. Published online May 16, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.7

35,013 View
166 Download
3 Crossref

Abstract PDF

This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

Citations

Citations to this article as recorded by

Use of machine learning to assess factors affecting progression, retention, and graduation in first-year health professions students in Qatar: a longitudinal study
Dalal Hammoudi Halat, Abdel-Salam G. Abdel-Salam, Ahmed Bensaid, Abderrezzaq Soltani, Lama Alsarraj, Roua Dalli, Ahmed Malki
BMC Medical Education.2023;[Epub] CrossRef
Predictive validity of multiple mini interview scores for future academic and clinical placement performance in physiotherapy, occupational therapy and speech and language therapy programmes
Swati Kale, Meghana Wadnerkar Kamble, Nicola Spalding
International Journal of Therapy and Rehabilitation.2020; 27(4): 1. CrossRef
Quantitative analysis of a Māori and Pacific admission process on first-year health study
Elana Curtis, Erena Wikaire, Yannan Jiang, Louise McMillan, Robert Loto, Airini, Papaarangi Reid
BMC Medical Education.2015;[Epub] CrossRef

First
Prev
Page of 1
Next
Last

Search