Student performance with standalone calculations course vs combined pharmaceutics-calculations course

Abstract

Objective. To determine whether a standalone pharmacy calculations course promotes student performance and retention when compared to pharmacy calculations taught within a pharmaceutics course. Methods. Data were compared between two groups of student pharmacists (those who took the combined pharmaceutics-calculations course and those who took the standalone calculations course). Data from both groups, such as course grades, objective structured clinical evaluation (OSCE) scores, and independent calculation self-assessment skills test scores were compared to students’ pre-pharmacy math grade point average (GPA) to determine whether variance was more likely to have been caused by inter-student aptitude differences or course structure differences. Student confidence in their pharmacy calculations skills and course structure preferences was surveyed. Results. Students who took the standalone pharmaceutical calculations course performed better as indicated by an improvement in calculations course grades, OSCE performance, retention of calculation skills, and in self-confidence. Students also reported that the standalone course structure was more effective. Conclusion. The new, standalone calculations course is effective and improved student calculations performance and retention.