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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.
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