Pharmacy Students' Ability to Think About Thinking
Pharmacy Students' Ability to Think About Thinking
One hundred seven students completed the summative examination. Of those students, 104 selected up to 10 items they felt certain they answered incorrectly. The overall score of the summative examination was correlated with GPA and weighted accuracy (r=0.69 and r=0.29, respectively, p<0.05). Table 1 summarizes student identification of incorrect items. The Kruskal-Wallis test revealed a significant difference among the 4 groups of students based on their examination performance quartiles. The Mann-Whitney test showed significant differences between the second and third quartiles and the second and fourth quartiles. The Kruskal-Wallis test did not show a significant difference among the 4 groups of students based on their GPA quartiles.
One hundred students (93.5%) provided a predicted score for the summative examination and 103 (96.3%) rated their multiple-choice test-taking ability. Test-taking assessment data are shown in Table 2.
Student prediction of summative examination performance was moderately correlated with actual performance (r=0.41, p<0.05). Most students (86%) underpredicted their performance on the summative examination (actual 73.6 ± 7.1 vs predicted 63.7 ± 10.5, p<0.05). The difference between the actual and predicted overall score of the 100 students who provided a prediction ranged from -9.60 to 42.80. Students in the lowest performance quartile (quartile 4) were the best predictors of examination performance among the 4 groups of students. The Kruskal-Wallis test was used to assess the differences among the 4 groups based on their examination performance quartiles and GPA quartiles. There was a significant difference in the ability to predict examination performance among the 4 groups based on examination performance quartiles but not GPA quartiles. The Mann-Whitney test revealed a significant difference between students in performance quartiles 1 and 2, 1 and 4, and 3 and 4 on ability to predict performance.
Test-taking ability was also assessed by evaluating student self-perceived ability to take multiple-choice tests using a 5-point Likert scale (Table 2 and Table 3). The scaled ratings ranged from 2–5 (3.56 ± 0.72). Students' estimation of their test-taking ability (n=103, 96.3%) was moderately correlated with their actual score on the summative examination, (r=0.30, p<0.05), predicted score (r= 0.27, p<0.05), and GPA, (r=0.36, p<0.05). The Kruskal-Wallis test revealed a significant difference in multiple-choice test-taking ability rating based on their summative examination performance and GPA quartiles (p<0.05), depicted in Table 2.
Results
One hundred seven students completed the summative examination. Of those students, 104 selected up to 10 items they felt certain they answered incorrectly. The overall score of the summative examination was correlated with GPA and weighted accuracy (r=0.69 and r=0.29, respectively, p<0.05). Table 1 summarizes student identification of incorrect items. The Kruskal-Wallis test revealed a significant difference among the 4 groups of students based on their examination performance quartiles. The Mann-Whitney test showed significant differences between the second and third quartiles and the second and fourth quartiles. The Kruskal-Wallis test did not show a significant difference among the 4 groups of students based on their GPA quartiles.
One hundred students (93.5%) provided a predicted score for the summative examination and 103 (96.3%) rated their multiple-choice test-taking ability. Test-taking assessment data are shown in Table 2.
Student prediction of summative examination performance was moderately correlated with actual performance (r=0.41, p<0.05). Most students (86%) underpredicted their performance on the summative examination (actual 73.6 ± 7.1 vs predicted 63.7 ± 10.5, p<0.05). The difference between the actual and predicted overall score of the 100 students who provided a prediction ranged from -9.60 to 42.80. Students in the lowest performance quartile (quartile 4) were the best predictors of examination performance among the 4 groups of students. The Kruskal-Wallis test was used to assess the differences among the 4 groups based on their examination performance quartiles and GPA quartiles. There was a significant difference in the ability to predict examination performance among the 4 groups based on examination performance quartiles but not GPA quartiles. The Mann-Whitney test revealed a significant difference between students in performance quartiles 1 and 2, 1 and 4, and 3 and 4 on ability to predict performance.
Test-taking ability was also assessed by evaluating student self-perceived ability to take multiple-choice tests using a 5-point Likert scale (Table 2 and Table 3). The scaled ratings ranged from 2–5 (3.56 ± 0.72). Students' estimation of their test-taking ability (n=103, 96.3%) was moderately correlated with their actual score on the summative examination, (r=0.30, p<0.05), predicted score (r= 0.27, p<0.05), and GPA, (r=0.36, p<0.05). The Kruskal-Wallis test revealed a significant difference in multiple-choice test-taking ability rating based on their summative examination performance and GPA quartiles (p<0.05), depicted in Table 2.
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