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Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand?
Background: The professional abilities of graduate pharmacists have been associated with pharmacy undergraduates’ educational settings and features. This study aimed to perform a scoping review on how students’ learning outcomes are achieved, including learning assessment strategies, focusing on cur...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6473488/ https://www.ncbi.nlm.nih.gov/pubmed/30818854 http://dx.doi.org/10.3390/pharmacy7010023 |
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author | Pires, Carla Cavaco, Afonso |
author_facet | Pires, Carla Cavaco, Afonso |
author_sort | Pires, Carla |
collection | PubMed |
description | Background: The professional abilities of graduate pharmacists have been associated with pharmacy undergraduates’ educational settings and features. This study aimed to perform a scoping review on how students’ learning outcomes are achieved, including learning assessment strategies, focusing on current pharmacy practice education. Methods: Relevant keywords, e.g., “pharmacy practice”, “(students or undergraduates)” and “outcomes” were browsed in Public/Publisher MEDLINE, Scientific Electronic Library Online, Directory of Open Access Journals, and other relevant databases for recently published sources (2018 and 2017). Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria were followed to assure the scoping quality. All types of students’ learning outcomes were addressed for indexed publications in English, Portuguese or Spanish. Reviews, descriptive studies and commentaries were excluded. Study data are presented in tables comprising objectives, methods, number of participants and main research findings. Results: Overall, 100 studies were identified and 22 were selected. The selected studies were distributed into seven main topics: real practices (n = 9); active-learning strategies (n = 5); comparisons between different teaching pedagogies (n = 3); pharmacy curriculum (n = 2); and other evaluations (n = 3). Conclusions: Studies on pharmacy students’ learning outcomes are limited. Pharmacy undergraduates’ performance was dependent on the learning strategies and extension of syllabus implementation. |
format | Online Article Text |
id | pubmed-6473488 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-64734882019-04-29 Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? Pires, Carla Cavaco, Afonso Pharmacy (Basel) Review Background: The professional abilities of graduate pharmacists have been associated with pharmacy undergraduates’ educational settings and features. This study aimed to perform a scoping review on how students’ learning outcomes are achieved, including learning assessment strategies, focusing on current pharmacy practice education. Methods: Relevant keywords, e.g., “pharmacy practice”, “(students or undergraduates)” and “outcomes” were browsed in Public/Publisher MEDLINE, Scientific Electronic Library Online, Directory of Open Access Journals, and other relevant databases for recently published sources (2018 and 2017). Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria were followed to assure the scoping quality. All types of students’ learning outcomes were addressed for indexed publications in English, Portuguese or Spanish. Reviews, descriptive studies and commentaries were excluded. Study data are presented in tables comprising objectives, methods, number of participants and main research findings. Results: Overall, 100 studies were identified and 22 were selected. The selected studies were distributed into seven main topics: real practices (n = 9); active-learning strategies (n = 5); comparisons between different teaching pedagogies (n = 3); pharmacy curriculum (n = 2); and other evaluations (n = 3). Conclusions: Studies on pharmacy students’ learning outcomes are limited. Pharmacy undergraduates’ performance was dependent on the learning strategies and extension of syllabus implementation. MDPI 2019-02-27 /pmc/articles/PMC6473488/ /pubmed/30818854 http://dx.doi.org/10.3390/pharmacy7010023 Text en © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Review Pires, Carla Cavaco, Afonso Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? |
title | Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? |
title_full | Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? |
title_fullStr | Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? |
title_full_unstemmed | Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? |
title_short | Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand? |
title_sort | scoping pharmacy students’ learning outcomes: where do we stand? |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6473488/ https://www.ncbi.nlm.nih.gov/pubmed/30818854 http://dx.doi.org/10.3390/pharmacy7010023 |
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