Abstract

Objective: To determine if a self-regulatory calibration strategy for teaching algorithms in a Pharmacotherapy course increases student motivation and achievement in pharmacy programs.

Methods: Second-year students in a Cardiovascular Pharmacotherapy course studying cardiac arrythmias treatment algorithms completed a series of measures to assess motivation and achievement including self-efficacy for pharmacy studies, sense of belonging, and an atrial fibrillation (a fib) case study following a calibration intervention. The purpose of the calibration exercise was to assist students in gauging their performance in correctly using algorithm guidelines.

Results: Fourteen participants completed a set of pre- and post-measures following the intervention. Based on this sample, the results indicated that student self-efficacy for pharmacy studies improved significantly.

Conclusion: This initial study illuminates how the use of calibration techniques supports student learning for difficult topics, such as the application of cardiac arrhythmias treatment algorithms. By providing students with a calibration technique to monitor their understanding of cardiac arrythmias treatment algorithms, students developed stronger self-efficacy for pharmacy studies.

Keywords: Calibration Strategy; Student Self-Efficacy; Pharmacotherapy Course

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Citation

Citation: Suzanne E Hiller., et al. “The Impact of a Calibration Strategy on Student Self-Efficacy in a Pharmacotherapy Course". Acta Scientific Pharmaceutical Sciences 4.11 (2020): .

Copyright

Copyright: © 2020 Suzanne E Hiller., et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.