Use of adaptive learning technology to promote self-directed learning in a pharmacists’ patient care process course

Abstract

Objective. To evaluate student changes in self-directed learning (SDL) in a Pharmacists’ Patient Care Process (PPCP) course using adaptive learning technology (ALT). Methods. The Pharmacists’ Patient Care Process was delivered using traditional teaching methods in fall 2018 and ALT in spring 2019. First-year student pharmacists were surveyed three times throughout the academic year on SDL factors. Focus groups were conducted at the end of the spring semester to identify perceptions of course delivery. Multilevel linear modeling and qualitative content analysis were used to evaluate survey responses and focus group feedback, respectively. Results. Ninety-two of 106 students completed all three surveys. Scores on stress management and examination management increased from the beginning to the end of the academic year. Scores on seminar (lecture) learning proficiency, procrastination management, and time management decreased from the beginning to the end of the year. Assignment management and comprehension competence trends varied from the end of the first semesters to the end of the second semester. Themes identified from the focus groups were student learning preferences, semester comparisons, value, and technology. Conclusion. Student pharmacists struggled with the integration of ALT into their previously established study routines. Focus groups helped add context to students’ SDL scores. Although significant differences were found between some SDL factors, it was not possible to conclude that implementation of ALT improved SDL.