Motivational methods for first year pharmacy students in professional practice skills laboratory
Keywords:Education, Motivation, Pharmacy, Distance campus
Objective: To determine the effects of adding motivational quotes, videos, and poems into the first-year skills lab course at the University of Florida, College of Pharmacy.
Methods: A cross-sectional study assessed first-year pharmacy students’ enrolled in practice skills laboratory I and II courses responses to a questionnaire regarding a motivational method employed in those courses.
Results: The majority of students (68% to 88%, n=231) survey responses, focusing on the model’s overall impact, answered, “moderately agree”’ or “agree” or “strongly agree”. When reviewing which motivational modality was most helpful, approximately 39% identified videos as the most valuable. Additionally, gender was found to be significantly different for certain questions in the survey.
Conclusion: The study demonstrated that students found value in motivational activities prior to the beginning of each class. Students identifying as female found greater value in specific questions, including questions regarding personal values and ethics, and a positive difference in their personal life.
Accreditation Council for Pharmacy Education. (2013). CAPE Educational Outcomes. Available at: https://www.aacp.org/resource/cape-educational-outcomes
Accreditation Council for Pharmacy Education. (2016). PharmD Program Accreditation. Available at: https://www.acpe-accredit.org/pharmd-program-accreditation
Cheang K.I. (2009). Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course. American journal of pharmaceutical education, 73(3), 42. https://doi.org/10.5688/aj730342
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Jones BD. User guide for assessing the components of the MUSIC Model of Motivation. (2017). Available at: http://www.theMUSICmodel.com
Hastings, J.K., West, D.S., Hee Hong, S. (2005). Changes in pharmacy student motivation during progression through the curriculum. American Journal of Pharmaceutical Education. 69(2). https://doi.org/10.5688/aj6902388
Jones, B.D., Byrnes, M.K., & Jones, M.W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for Use With Veterinary Medicine Students. Frontiers in veterinary science, 6, 11. https://doi.org/10.3389/fvets.2019.00011
McLaughlin, J.E., Griffin, L.M., Esserman, D.A., Davidson, C. A., Glatt, D.M., Roth, M.T., Gharkholonarehe, N., & Mumper, R.J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American journal of pharmaceutical education, 77(9), 196. https://doi.org/10.5688/ajpe779196
Oyler, D.R., Romanelli, F., Piascik, P., & Cain, J. (2016). Practical Insights for the Pharmacist Educator on Student Engagement. American journal of pharmaceutical education, 80(8), 143. https://doi.org/10.5688/ajpe808143
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary educational psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Simpson, E.H., & Balsam, P.D. (2016). The Behavioral Neuroscience of Motivation: An Overview of Concepts, Measures, and Translational Applications. Current topics in behavioral neurosciences, 27, 1–12. https://doi.org/10.1007/7854_2015_402
University of Florida Health. (2014). A New Curriculum At The College Of Pharmacy. Available at: https://ufhealth.org/news/2014/new-curriculum-college-pharmacy