Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program

Bazigha Kadhim Abdul Rasool; Sabeena Salam

doi:doi:10.11648/j.sjedu.20160402.24

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Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program

Bazigha Kadhim Abdul Rasool, Sabeena Salam

Published in Science Journal of Education (Volume 4, Issue 2)

Received: 8 May 2016 Accepted: 17 May 2016 Published: 30 May 2016

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Abstract

The aim of this study was to select suitable teaching-learning strategies to improve students’ performance in Calculation Based Pharmaceutical Courses (CBPCs). The criteria selected were a quantitative analysis of student performance during the course presentation, appropriateness of prerequisites and student feedback on the appropriateness of teaching tools. The study was carried out on first-year students of the undergraduate pharmacy program. The survey results proved that, teaching aids/techniques are extensively affecting students’ performance, literacy and skills in calculation based educational environment. After implementing the planned teaching-learning strategies, most of the students were able to achieve the course level intended learning outcomes. This was evident through the analysis of their grade point average in the final examinations of CBPCs. Unquestionably, numerical literacy is considered as one of the prime competencies for pharmacists. Therefore, the effective methods of teaching for the course delivery and designing integrated course prerequisite were found significantly affecting students’ performance and achievements in CBPCs.

Published in	Science Journal of Education (Volume 4, Issue 2)
DOI	10.11648/j.sjedu.20160402.24
Page(s)	108-112
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Pharmacy, Calculation, Teaching Aids, Dubai

References

[1]	Brown, M. C. & Hanggi, A. (2007). Pharmaceutical calculations instruction and assessment in US colleges and schools of pharmacy. American Journal of Pharmaceutical Education, 1(5), 1-6. PMCID: PMC2064885.
[2]	Brown, M. C. (2003). Introduction to pharmaceutical calculations. American Journal of Pharmaceutical Education, 67(2), 1-8. doi: 10.5688/aj670267.
[3]	Herout, P. M. & Erstad, B. L. (2004). Medication errors involving continuously infused medications in a surgical intensive care unit. Critical Care Medicine, 32(2): 428-32. PMID: 14758159.
[4]	Oldridge, G. J., Gray, K. M., McDermott, L. M. & Kirkpatrick, C. M. J. (2004). Pilot study to determine the ability of health-care professionals to undertake drug dose calculations. International Medical Journal, 34(6), 316-9. PMID: 15228392.
[5]	Lust, E., Vuchetich, P. & Monaghan, M. (2002). Effectiveness of pharmacy calculation education via the internet: A comparison between campus-based and web-based student performance. American Association of Colleges of Pharmacy Annual Meeting, 103(Jul), 33.
[6]	O’Sullivan, T. A. (1998). Comparison of pharmacy calculations taught by traditional lecture vs self-study. American Association of Colleges of Pharmacy Annual Meeting, 99(Jul), 98.
[7]	Ramanathan, M. (1999). Use of multiplatform CD-ROMs for disseminating supplementary learning materials in a pharmaceutical calculations course. American Journal of Pharmaceutical Education, 63(3), 333-38. doi: aj630314.
[8]	Delafuente, J. C., Araujo, O. E. & Legg, S. M. (1998). Traditional lecture format compared to computer-assisted instruction of pharmacy calculations. American Journal of Pharmaceutical Education, 62, 62-66. doi: 10.1.1.135.8710.
[9]	Michael A. H., Shauna M. B. & Elizabeth P (2013). Impact of a required pharmaceutical calculations course on mathematics ability and knowledge retention. Am J Pharm Educ., 77(6): 124. doi: 10.5688/ajpe776124.
[10]	Rolfe, S. & Harper, N. J. (1995). Ability of hospital doctors to calculate drug doses. British Medical Journal, 310(6988), 1173–1174. PMCID: PMC2549558.
[11]	Wood, S., Hanoch, Y., Barnes, A., Liu, P. J., Cummings, J., Bhattacharya, C. & Rice, T. (2011). Numeracy and Medicare Part D: The importance of choice and literacy for numbers in optimizing decision making for Medicare's prescription drug program. Psychology and Aging, 26(2), 295-307.
[12]	Teachers Education Programs and Online Learning Tools: Innovations in Teacher Preparation (2013). Hartshorne, R., Heafner, T. L. & Petty, T. M., IGI Global, USA, p. 224.

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Bazigha Kadhim Abdul Rasool, Sabeena Salam. (2016). Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program. Science Journal of Education, 4(2), 108-112. https://doi.org/10.11648/j.sjedu.20160402.24

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ACS Style

Bazigha Kadhim Abdul Rasool; Sabeena Salam. Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program. Sci. J. Educ. 2016, 4(2), 108-112. doi: 10.11648/j.sjedu.20160402.24

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AMA Style

Bazigha Kadhim Abdul Rasool, Sabeena Salam. Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program. Sci J Educ. 2016;4(2):108-112. doi: 10.11648/j.sjedu.20160402.24

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@article{10.11648/j.sjedu.20160402.24,
  author = {Bazigha Kadhim Abdul Rasool and Sabeena Salam},
  title = {Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program},
  journal = {Science Journal of Education},
  volume = {4},
  number = {2},
  pages = {108-112},
  doi = {10.11648/j.sjedu.20160402.24},
  url = {https://doi.org/10.11648/j.sjedu.20160402.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160402.24},
  abstract = {The aim of this study was to select suitable teaching-learning strategies to improve students’ performance in Calculation Based Pharmaceutical Courses (CBPCs). The criteria selected were a quantitative analysis of student performance during the course presentation, appropriateness of prerequisites and student feedback on the appropriateness of teaching tools. The study was carried out on first-year students of the undergraduate pharmacy program. The survey results proved that, teaching aids/techniques are extensively affecting students’ performance, literacy and skills in calculation based educational environment. After implementing the planned teaching-learning strategies, most of the students were able to achieve the course level intended learning outcomes. This was evident through the analysis of their grade point average in the final examinations of CBPCs. Unquestionably, numerical literacy is considered as one of the prime competencies for pharmacists. Therefore, the effective methods of teaching for the course delivery and designing integrated course prerequisite were found significantly affecting students’ performance and achievements in CBPCs.},
 year = {2016}
}

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TY  - JOUR
T1  - Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program
AU  - Bazigha Kadhim Abdul Rasool
AU  - Sabeena Salam
Y1  - 2016/05/30
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160402.24
DO  - 10.11648/j.sjedu.20160402.24
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 108
EP  - 112
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160402.24
AB  - The aim of this study was to select suitable teaching-learning strategies to improve students’ performance in Calculation Based Pharmaceutical Courses (CBPCs). The criteria selected were a quantitative analysis of student performance during the course presentation, appropriateness of prerequisites and student feedback on the appropriateness of teaching tools. The study was carried out on first-year students of the undergraduate pharmacy program. The survey results proved that, teaching aids/techniques are extensively affecting students’ performance, literacy and skills in calculation based educational environment. After implementing the planned teaching-learning strategies, most of the students were able to achieve the course level intended learning outcomes. This was evident through the analysis of their grade point average in the final examinations of CBPCs. Unquestionably, numerical literacy is considered as one of the prime competencies for pharmacists. Therefore, the effective methods of teaching for the course delivery and designing integrated course prerequisite were found significantly affecting students’ performance and achievements in CBPCs.
VL  - 4
IS  - 2
ER  -

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Author Information

Bazigha Kadhim Abdul Rasool

Department of Pharmaceutics, Dubai Pharmacy College, Dubai, UAE
Sabeena Salam

Head of Institutional Effectiveness Unit, Dubai Pharmacy College, Dubai, UAE

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APA Style

Bazigha Kadhim Abdul Rasool, Sabeena Salam. (2016). Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program. Science Journal of Education, 4(2), 108-112. https://doi.org/10.11648/j.sjedu.20160402.24

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ACS Style

Bazigha Kadhim Abdul Rasool; Sabeena Salam. Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program. Sci. J. Educ. 2016, 4(2), 108-112. doi: 10.11648/j.sjedu.20160402.24

Copy | Download

AMA Style

Bazigha Kadhim Abdul Rasool, Sabeena Salam. Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program. Sci J Educ. 2016;4(2):108-112. doi: 10.11648/j.sjedu.20160402.24

Copy | Download

@article{10.11648/j.sjedu.20160402.24,
  author = {Bazigha Kadhim Abdul Rasool and Sabeena Salam},
  title = {Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program},
  journal = {Science Journal of Education},
  volume = {4},
  number = {2},
  pages = {108-112},
  doi = {10.11648/j.sjedu.20160402.24},
  url = {https://doi.org/10.11648/j.sjedu.20160402.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160402.24},
  abstract = {The aim of this study was to select suitable teaching-learning strategies to improve students’ performance in Calculation Based Pharmaceutical Courses (CBPCs). The criteria selected were a quantitative analysis of student performance during the course presentation, appropriateness of prerequisites and student feedback on the appropriateness of teaching tools. The study was carried out on first-year students of the undergraduate pharmacy program. The survey results proved that, teaching aids/techniques are extensively affecting students’ performance, literacy and skills in calculation based educational environment. After implementing the planned teaching-learning strategies, most of the students were able to achieve the course level intended learning outcomes. This was evident through the analysis of their grade point average in the final examinations of CBPCs. Unquestionably, numerical literacy is considered as one of the prime competencies for pharmacists. Therefore, the effective methods of teaching for the course delivery and designing integrated course prerequisite were found significantly affecting students’ performance and achievements in CBPCs.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Effectiveness of Teaching-Learning Strategies for Calculation Based Pharmacy Courses in a Bachelor’s Program
AU  - Bazigha Kadhim Abdul Rasool
AU  - Sabeena Salam
Y1  - 2016/05/30
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160402.24
DO  - 10.11648/j.sjedu.20160402.24
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 108
EP  - 112
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160402.24
AB  - The aim of this study was to select suitable teaching-learning strategies to improve students’ performance in Calculation Based Pharmaceutical Courses (CBPCs). The criteria selected were a quantitative analysis of student performance during the course presentation, appropriateness of prerequisites and student feedback on the appropriateness of teaching tools. The study was carried out on first-year students of the undergraduate pharmacy program. The survey results proved that, teaching aids/techniques are extensively affecting students’ performance, literacy and skills in calculation based educational environment. After implementing the planned teaching-learning strategies, most of the students were able to achieve the course level intended learning outcomes. This was evident through the analysis of their grade point average in the final examinations of CBPCs. Unquestionably, numerical literacy is considered as one of the prime competencies for pharmacists. Therefore, the effective methods of teaching for the course delivery and designing integrated course prerequisite were found significantly affecting students’ performance and achievements in CBPCs.
VL  - 4
IS  - 2
ER  -

Copy | Download