A snapshot of student study strategies across a professional pharmacy curriculum: Are students using evidence-based practice?

Abstract

IntroductionIn order for students to focus on deep learning and develop higher order skills, faculty need to improve the delivery of the educational experience, and students need better study skills. MethodsThis study surveyed student pharmacists across all four curricular years at a single institution about study strategies. ResultsOverall, 55% of students completed the survey. Nearly all the respondents (91%) re-read their notes, textbook, or re-watched videos with no significant differences between years. There were significant negative linear trends between cohorts with students completing practice problems (p < 0.0005), using flashcards (p < 0.0001), using retrieval strategies (p < 0.005), and thinking of real life examples (p < 0.02); in all cases a higher frequency was found with lower-level students (i.e., students in their first year or P1) and lower frequency with upper-level students (i.e., P4). Regardless of cohort, 52% of the students would re-study material rather than practicing recall without the possibility of re-study. Students reported studying in a variety of environments. While quiet areas were ranked first, a large frequency of students report studying while texting or checking emails (48%). Approximately half (52%) of the respondents participated in their own professional development regarding study skills, and these students reported less use of re-reading compared with their counterparts (88% vs. 95%, p < 0.05). ConclusionStudents used re-reading as a main study strategy despite evidence that it is relatively ineffective. Students who seek resources to improve their study skills tend to use more retrieval practices than students who do not.