The Value of Example Solutions in Pharmacy Education: The role of seniority and gender

Authors

  • Albin Sandelin The Bioinformatics Centre, Department of Biology & Biotech Research and Innovation Centre, University of Copenhagen, Ole Maaloes vej 5, DK-2200, Denmark
  • Helle Rüsz Hansen Department of Pharmaceutics and Analytical Chemistry, Universitetsparken 2 DK-2100 København Ø
  • Stefania Baldursdottir Department of Pharmaceutics and Analytical Chemistry, Universitetsparken 2 DK-2100 København Ø
  • Anders Skov Kristensen Department of Medical Chemistry, Universitetsparken 2, 2100 København Ø Denmark
  • Lasse K. Bak Department of Pharmacology and Pharmacotherapy, Universitetsparken 2, DK-2100 København Ø Denmark
  • Frederik Voetman Christiansen Department of Pharmacology and Pharmacotherapy, Universitetsparken 2, DK-2100 København Ø Denmark
  • Christine Selhuber-Unkel The Niels Bohr Institute, University of Copenhagen, Blegdamsvej 17, DK-2100 København Ø, Denmark and Department of Zoophysiology, Institute of Zoology, University of Kiel, D-24098 Kiel, Germany.

Keywords:

Example solution, deep learning, gender

Abstract

Background: Example solutions to problem sets and exams are provided in the majority of pharmacy courses at the University
of Copenhagen.
Aims: Since the impact and usage of examples solutions are unknown, we wanted to evaluate the positive and negative aspects of the usage of example solutions as an educational tool-.
Method: 164 Danish pharmacy program students answered a questionnaire and answers were analyzed using non-parametric tests.
Results: We found that example solutions encourage deep learning strategies among students. Furthermore, the study identified significant differences in the students‟ self-assessment of preparation level prior to classes depending on gender. Male students feel as well prepared as female students despite spending significantly less time in preparation.
Conclusion: This study shows that example solutions are mostly used by students to follow a deep learning strategy, but that it is essential to properly introduce the students to the intended usage of the example solutions.

References

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How to Cite

Sandelin, A., Hansen, H. R., Baldursdottir, S., Kristensen, A. S., Bak, L. K., Christiansen, F. V., & Selhuber-Unkel, C. (2015). The Value of Example Solutions in Pharmacy Education: The role of seniority and gender. Pharmacy Education, 11. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/341

Issue

Vol. 11 (2011)

Section

Research Article

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