A multi-group modelling investigation of pharmacy practice training on the learning approach of Japanese pharmacy students
Keywords:
Learning Approach, Multi-group Modelling, Pharmacy Practice Training, Pharmacy StudentsAbstract
Background: The newly implemented six-year pharmacy course entails pre-clinical training and clinical rotation for fourth- and fifth-year students, respectively. Therefore, sustained learning motivation is crucial and is reflected through observed changes in the students’ learning approach.
Objective: To investigate the effect of pharmacy practice training (PPT) programmes on the learning approach of fourth to sixth-year Japanese pharmacy students.
Methods: A revised two-factor study process questionnaire was administered to fourth- to sixth-year pharmacy students at the Josai International University. Changes in students’ deep and surface learning approaches pre- and post-PPT were investigated using multi-group modelling.
Results: The ‘deep approach’ mean score significantly increased in sixth-year students. The effect size of the difference was medium (Cohen’s d=0.51). The ‘surface approach’ mean score decreased with no significance per school year.
Conclusion: The PPT programmes raised students’ ‘deep approach’ learning; thus, students could create meaning in their learning and construct ideas independently during PPT.
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