The effect of language background on teaching and learning in the master of pharmacy degree

Authors

  • Alison J. Long The School of Pharmacy, University of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, UK
  • Matthew J. Ingram School of Pharmacy and Biomolecular Sciences, University of Brighton, Cockcroft Building, Lewes Road, Moulsecoomb, Brighton BN2 4GJ, UK
  • W. John Pugh Welsh School of Pharmacy, Cardiff University, Redwood Building, King Edward VII Avenue, Cardiff CF1 3XF, UK
  • P. Bowes School of Pharmacy and Biomolecular Sciences, University of Brighton, Cockcroft Building, Lewes Road, Moulsecoomb, Brighton BN2 4GJ, UK
  • S. J. Haigh School of Pharmacy and Biomolecular Sciences, University of Brighton, Cockcroft Building, Lewes Road, Moulsecoomb, Brighton BN2 4GJ, UK
  • Gary P. Moss The School of Pharmacy, University of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, UK

Keywords:

Greek, language, Latin, MPharm, second-language acquisition, Widening Participation

Abstract

biomedical teaching. The effect of first language on scientific comprehension was assessed on full-time, undergraduate Master of Pharmacy students from all four years of study at the University of Brighton. This was achieved by the use of a language quiz, which was scored for comprehension of parts of scientific words. Students with English as their native language scored significantly higher than others (medians 45, 20%, respectively; p < 0.001). Scores of native English speakers improved with age and year of study, but these trends were not seen for others. Students who had studied Latin obtained significantly higher test scores (medians 60, 45%; p = 0.006). Students whose parental language was English or European scored significantly better than others (medians 9,7,5 out of 20%; p < 0.001).

References

Antal, I., Matyus, P., Marton, S., & Vincze, Z. (2002). Developing the pharmacy curriculum in a Hungarian faculty. Pharmaceutical Education, 1, 241–246.

Austin, Z., & Dean, M. R. (2004). Development of a curriculum for foreign-trained pharmacists seeking licensure in Canada. Pharmaceutical Education, 4, 143–151.

Benjamin, D. M. (2003). Reducing medication errors and increasing patient safety: Case studies in clinical pharmacology. Journal of clinical pharmacology, 43, 768–783.

Bhattacharyya, G., Ison, L., & Blair, M. (2003). Minority ethnic attainment and participation in education and training: The evidence (pp. RTP01–RTP03).

Borrego, M. E., Rhyne, R., Hansbarger, L. C., Geller, Z., Edwards, P., Griffin, B., McClain, L., & Scaletti, J. V. (2000). Pharmacy student participation in rural interdisciplinary education using problem based learning (PBL) case tutorials. American Journal of Pharmaceutical Education, 64, 355–363.

Collier, V. P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617–641.

Dzuganova, B. (2002). A brief outline of the development of medical English. Bratislavske Lekarske Listy, 103, 223–227.

Fitzgerald, R., Finch, S., Blake, M., Perry, J., & Bell, A. (2002). Fifth survey of parents of three and four year old children and their use of early services Department for Education and Skills pp. RR351.

Ingram, M. J., Edmonds, H., Moss, G. P., Long, A. J., Sosabowski, M. H., & McLennan, M. W. (2004). The role of handouts in the MPharm degree pathway—differentiating between the inquisitive and the acquisitive. Pharmacy Education, 4, 7–12.

Kenagy, J. W., & Stein, G. C. (2001). Naming, labelling and packaging of pharmaceuticals. American Journal of Health-System Pharmacy, 58, 2033–2041.

Krashen, S. D., Long, M. A., & Scarcella, R. C. (1979). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly, 13, 573–582.

McDonough, R. P., & Bennett, M. S. (2006). Improving communication skills of pharmacy students through effective percepting. American Journal of Pharmaceutical Education, 70, 58.

Miranda, N., Bates, I., & Duggan, C. (2002). Exploring cultural influences in learning behaviour: A pilot study of an international clinical pharmacy programme. Pharmacy Education, 2, 5–9.

Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2002). Technical Paper 8a—Measuring the impact of pre-school on children’s cognitive progress, Institute of Education, University of London. London

Schaafsma, E. S., Raynor, T. D. K., & de Jong-van den Berg, L. T. W.

(2003). Accessing medication information by ethnic minorities: barriers and possible solutions. Pharmacy World and Science, 25, 185 – 190.

Schumann, J. H. (1975). Affective factors and the problem of age in second language acquisition. Language Learning, 25, 209–235.

Selbst, S. M., Levine, S., Mull, C., Bradford, K., & Friedman, M. (2004). Preventing medical errors in pediatric emergency medicine. Pediatric Emergency Care, 20, 702–709.

Shaya, F. T., & Gbarayor, C. M. (2006). The case for cultural competence in health professions education. American Journal of Pharmaceutical Education, 70, 124.

Snow, C. E., & Hoefnagel-Hohle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 49, 1114–1128.

Surratt, C. K. (2006). Creation of a graduate oral/written communication skills course. American Journal of Pharmaceutical Education, 70, 5.

Uchibayshi, M. (2003). An etymology of pharmacy in the Western languages. Yakushigaku Zasshi, 38, 205–209.

Young, E. (2005). The language of science, the language of students: Bridging the gap with engaged learning vocabulary strategies. Science Activities, 42, 12–24.

Downloads

How to Cite

Long, A. J., Ingram, M. J., Pugh, W. J., Bowes, P., Haigh, S. J., & Moss, G. P. (2018). The effect of language background on teaching and learning in the master of pharmacy degree. Pharmacy Education, 8. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/252

Issue

Section

Research Article