The Equitable Impacts of Coaching Reports on Pre-PharmD Students Self-Directed Learning and Pharmaceutical Science Exam Performance
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Date
2024-03
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Abstract
Title: Equitable Impacts of Metacognitive Coaching Reports on Undergraduate Students Self-Directed Learning and Pharmaceutical Science Exam Performance
Introduction/Background: Disparities persist in STEM retention rates across various demographic factors. The incidence of dropping a STEM major is higher in Black and Latine students. First generation students report not having the same exposure to time management and metacognition-driven study skills as continuous generation students, leading to disparities in examination performance and overall success in college.
Methods: Investigators captured exam performance and exit survey data from Bachelors of Science of Pharmaceutical Science (BSPS) students enrolled in a pharmaceutical sciences course from AU19-SP23. AU19-SP20 served as historic controls with 3 mid-stakes, non-cumulative exams. From AU20-SP21, investigators implemented 3 scaffolded semi-cumulative exams with metacognitive coaching reports providing individual content and Bloom's Taxonomy scores. The final iteration then implemented 6 scaffolded low-stakes semi-cumulative exams with metacognitive coaching reports with incorrect question rationales added. Self-reported student demographic data was provided along with learning strategies used after the first module exam.
Results: Exam performance scores indicated modest to dramatic improvement in all content areas following the AU21 iteration including metacognitive coaching and low stake exam coaching reports. Pharmaceutics content saw the most dramatic improvement, with >15% increase in correct answers. Student performance improved on categories of Bloom’s Taxonomy, with “Remember” and “Apply” driven questions seeing a 5-10% increase in correct answers. Metacognitive coaching revealed study strategies like randomized, repeat practice and study groups demonstrated increased studying efficiency with higher incidence of students reporting earning a satisfactory grade with satisfactory time management.
Conclusions: Individualized coaching reports that include both content and Bloom's categories combined with a scaffolded semi-cumulative exam design equitably improves student learning across multiple demographics. Findings suggest that providing coaching reports on 3 levels of Bloom's Taxonomy along with a single metacognition lecture helps students identify limitations to their current learning strategies along with guidance to optimize learning and that scaffolding exams to low stakes at the start (7%) and mid stakes (27%) at the end promotes growth mindset when assessments are more weighed toward final learning. Students benefited from assessing a topic 4-6 times throughout a semester, which provides repeat practice in addition to providing opportunity for students to respond to formative feedback.
Description
Human Experience (The Ohio State University Denman Undergraduate Research Forum)
Keywords
Metacognitive, Pedagogy, STEM Education, Student