Supplemental instruction in pharmacy education: Lessons learned from collected perceptions
DOI:
https://doi.org/10.46542/pe.2022.221.620628Keywords:
Peer-assisted learning, Peer tutoring, Pharmacy education, Student success, Supplemental instructionAbstract
Introduction: Supplemental Instruction (SI) is an internationally-recognised academic support programme serving students in historically challenging courses across higher education via peer-assisted learning.
Methods: A survey was deployed to gather perceptions of SI among student pharmacists, near-peer leaders, faculty, and staff of a traditional, four-year doctor of pharmacy programme hosted by a private institution in the United States.
Results: Ninety-eight participants shared perceptions and viewpoints of the SI programme. Overall, positive perceptions were expressed and were independent of proximity to either attending sessions (students) or teaching activities (faculty). Student respondents identified audience-response polling or “gamification” as the most effective modality while the traditional use of student small groups was deemed less useful. Curiously, the student results also support SI improving student-faculty interactions.
Conclusion: Given the current landscape of pharmacy education, it is critical to provide the best resources possible to ensure student success, and SI is an easily adaptable model to support student pharmacists.
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