ERIC Number: EJ1421712
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1087-0059
EISSN: N/A
Evaluation of a Peer-Led Pharmacy Learning Community 2019-2023
Brooke Penny; Sarah Kosel Agnihotri; Victoria Tutag Lehr
Learning Assistance Review, v28 n3 p113-137 2024
This study examined a change in delivery (in-person and virtual) for a pharmacy student-learning community within the context of ongoing program assessment during 2019-2023. First and second-year pharmacy students (n=145) reported their perceptions of the learning community's impact on academic success, professional development, and social interactions (1=strongly disagree, 9=strongly agree). Overall, students agreed that the learning community assisted with academic success (M=6.9-7.7), professional development (M=6.8-7.4), and social interactions (M=6.9-7.5). Student perceptions did not differ significantly with virtual programming. Accessibility of the peer mentors was a positive aspect. Non-participating students responded as unaware of the learning community and preferred studying alone. Ongoing evaluation will target student engagement and progression.
Descriptors: Pharmacy, Pharmaceutical Education, Communities of Practice, Program Evaluation, Student Leadership, Student Attitudes, Electronic Learning, In Person Learning, Academic Achievement, Professional Development, Interpersonal Relationship, Peer Teaching, Doctoral Students
National College Learning Center Association. Web site: http://www.nclca.org/tlar
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A