Loading...
Please wait, while we are loading the content...
Similar Documents
Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Cheang, Kai I. |
| Copyright Year | 2009 |
| Abstract | OBJECTIVES To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. METHODS The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. RESULTS Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. CONCLUSIONS The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course. |
| Starting Page | 42 |
| Ending Page | 42 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| DOI | 10.5688/aj730342 |
| PubMed reference number | 19564985 |
| Journal | Medline |
| Volume Number | 73 |
| Issue Number | 3 |
| Alternate Webpage(s) | http://archive.ajpe.org/aj7303/aj730342/aj730342.pdf |
| Alternate Webpage(s) | https://doi.org/10.5688/aj730342 |
| Journal | American journal of pharmaceutical education |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
