Abstract
ObjectiveTo assess concept learning and topic difficulty in a concept-based research methods course. MethodsA pre–post exam was given to second professional year Doctor of Pharmacy students enrolled at the University of Arizona College of Pharmacy using 25 concept-based multiple choice questions. Rasch analysis was used to determine the change in student ability and to assess question difficulty. ResultsA total of 94 students completed both pre- and post-tests (response rate = 96.9%). As a group, student ability significantly increased from the pre- to post-test (p < 0.001). Of these, 30 students showed a significant increase in ability (p < 0.05). Ten questions showed a significant change in difficulty level. ConclusionsStudents learned the material over the semester as indicated by the overall increase in student ability. Changes in question difficulty provide evidence for the importance of practice when learning concepts.
Published Version
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