Selection Criteria and Outcomes in a Problem-Based Learning Bachelor of Pharmacy Programme in South Africa

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2022-03-04 DOI:10.1080/18146627.2023.2197151
L. A. Mabope, B. Summers, A. Wium, J. Meyer
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Abstract

Abstract Failure and low completion rates are a general concern at universities. We investigated the relationship between students’ admission profiles, undergraduate academic outcomes and completion rates in a four-year Bachelor of Pharmacy (BPharm) programme in South Africa. The programme uses a unique student selection method and problem-based learning pedagogy. A retrospective cohort study, including 112 BPharm students, compared selection marks with annual cumulative final marks for each of the four years of study. The relationship between admission and cumulative marks were determined using Pearson’s correlation (p˂0.05 considered significant). The overall pass rate was high (93%) irrespective of the number of years taken to graduate, whereas 64.3% of students graduated in the minimum time of four years. Matriculation life sciences admission marks correlated with cumulative academic final marks in the second (p=0.032), third (p=0.005), and fourth (p=0.041) years of study. Physical sciences matriculation marks correlated with the fourth-year cumulative final marks (p=0.015). Correlation between the admission marks and academic outcomes was moderate, suggesting that the problem-based learning BPharm programme is able to level students’ admission profiles and academic outcomes. However, other factors could have influenced academic success/failure during the post-admission period. Current understanding of students’ success could benefit from qualitative studies exploring these factors.
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选择标准和结果在一个基于问题的学习药学学士课程在南非
不及格和低完成率是大学普遍关注的问题。我们调查了南非四年制药学学士(BPharm)课程中学生的入学概况、本科学业成果和完成率之间的关系。该计划采用独特的学生选拔方法和基于问题的学习教学法。一项回顾性队列研究,包括112名BPharm学生,比较了四年学习中每一年的选择分数和年度累积最终分数。入学和累积分数之间的关系使用Pearson相关来确定(p小于0.05认为显著)。无论花多少年毕业,总体通过率都很高(93%),而64.3%的学生在最短的四年时间内毕业。生命科学的入学分数与学习第二年(p=0.032)、第三年(p=0.005)和第四年(p=0.041)的累积期末成绩相关。物理科学预科成绩与四年累计期末成绩相关(p=0.015)。录取分数与学业成绩之间的相关性是中等的,这表明基于问题的学习BPharm课程能够提高学生的录取情况和学业成绩。然而,在入学后的一段时间里,其他因素可能会影响学业成功或失败。目前对学生成功的理解可以从探索这些因素的定性研究中受益。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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