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  1. Article ; Online: A Practical Review of Mastery Learning.

    Winget, Marshall / Persky, Adam M

    American journal of pharmaceutical education

    2022  Volume 86, Issue 10, Page(s) ajpe8906

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Humans ; Education, Pharmacy ; Learning ; Curriculum ; Education, Medical ; Feedback ; Clinical Competence
    Language English
    Publishing date 2022-01-13
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8906
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  2. Article ; Online: An Integrative Review of Approaches Used to Assess Course Interventions.

    Klausner, Eytan A / Persky, Adam M

    American journal of pharmaceutical education

    2022  Volume 87, Issue 1, Page(s) ajpe8896

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Humans ; Education, Pharmacy/methods ; Learning ; Curriculum ; Educational Measurement/methods ; Faculty ; Students, Pharmacy
    Language English
    Publishing date 2022-01-27
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8896
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  3. Article ; Online: Intellectual Self-doubt and How to Get Out of It.

    Persky, Adam M

    American journal of pharmaceutical education

    2018  Volume 82, Issue 2, Page(s) 6990

    MeSH term(s) Faculty/psychology ; Humans ; Professional Competence ; Self Concept ; Students/psychology
    Language English
    Publishing date 2018-04-05
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe6990
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  4. Article ; Online: Determining Whether Pharmacy Students Can Accurately Recall Items on an Examination Using Their Collective Memory.

    Persky, Adam M / Fuller, Kathryn A

    American journal of pharmaceutical education

    2021  Volume 86, Issue 3, Page(s) 8638

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Education, Pharmacy ; Educational Measurement/methods ; Feedback ; Humans ; Students, Pharmacy ; Surveys and Questionnaires
    Language English
    Publishing date 2021-07-22
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8638
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  5. Article ; Online: A four year longitudinal study of student learning strategies.

    Persky, Adam M

    Currents in pharmacy teaching & learning

    2018  Volume 10, Issue 11, Page(s) 1496–1500

    Abstract: Introduction: Students enrolled in professional pharmacy programs tend to have high prior academic achievement. This achievement may be predicated on their learning strategies. However, when entering a professional program, it is unclear if their ... ...

    Abstract Introduction: Students enrolled in professional pharmacy programs tend to have high prior academic achievement. This achievement may be predicated on their learning strategies. However, when entering a professional program, it is unclear if their strategies change to adopt to a new, more rigorous academic environment. The purpose of this research note is to document a single cohort of students' learning strategies over time within a doctor of pharmacy (PharmD) curriculum.
    Methods: A single cohort from the University of North Carolina at Chapel Hill Eshelman School of Pharmacy received yearly surveys regarding their learning strategies used during the past academic year. This cohort was tracked from prior to the start of the PharmD curriculum throughout the three-year duration of didactic course work. The survey was based on prior research of learning strategies.
    Results: Most learning strategies remained constant over time including the primary strategy of re-reading or re-watching videos. Using flashcards and completing practice problems decreased over time. In addition, students seem to migrate to cramming for examinations rather than spacing their study over time. Similar patterns were noted in the small cohort of students that completed all four surveys.
    Conclusions: Primary learning strategies do not seem to change with time but some secondary learning strategies may change over time.
    MeSH term(s) Cohort Studies ; Curriculum ; Education, Pharmacy/trends ; Educational Measurement/methods ; Educational Measurement/statistics & numerical data ; Humans ; Learning ; Longitudinal Studies ; North Carolina ; Students, Pharmacy/psychology ; Students, Pharmacy/statistics & numerical data ; Surveys and Questionnaires
    Language English
    Publishing date 2018-08-16
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2515217-8
    ISSN 1877-1300 ; 1877-1297
    ISSN (online) 1877-1300
    ISSN 1877-1297
    DOI 10.1016/j.cptl.2018.08.012
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  6. Article ; Online: Changes in Working Memory Performance Over an Academic Semester in Student Pharmacists.

    Omary, Arwa / Persky, Adam M

    American journal of pharmaceutical education

    2020  Volume 83, Issue 10, Page(s) 7325

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Adult ; Education, Pharmacy ; Female ; Humans ; Male ; Memory, Short-Term/physiology ; Personality/physiology ; Pilot Projects ; Students, Pharmacy ; Young Adult
    Language English
    Publishing date 2020-01-02
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe7325
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    Zs.A 924: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
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  7. Article ; Online: Developing Self-Directed Learners.

    Robinson, Jennifer D / Persky, Adam M

    American journal of pharmaceutical education

    2020  Volume 84, Issue 3, Page(s) 847512

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Curriculum ; Education, Pharmacy/methods ; Feedback ; Health Educators ; Humans ; Learning ; Models, Educational ; Program Development ; Self-Directed Learning as Topic ; Students ; Teaching
    Language English
    Publishing date 2020-04-30
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe847512
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    Zs.A 924: Show issues Location:
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  8. Article ; Online: Scientific Posters: A Plea from a Conference Attendee.

    Persky, Adam M

    American journal of pharmaceutical education

    2017  Volume 80, Issue 10, Page(s) 162

    Abstract: Conferences provide lots of opportunities to learn and poster sessions are supposed to be one of these venues. However, it seems most posters are not designed considering the reader or the venue; they are designed to reflect a potential manuscript. In ... ...

    Abstract Conferences provide lots of opportunities to learn and poster sessions are supposed to be one of these venues. However, it seems most posters are not designed considering the reader or the venue; they are designed to reflect a potential manuscript. In this commentary, I provide a rationale why posters should be an illustrated abstract and provide some design tips to make the poster more reader friendly based on available research.
    MeSH term(s) Communication ; Congresses as Topic ; Education, Pharmacy ; Pharmacy ; Publishing
    Language English
    Publishing date 2017-01-01
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8010162
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  9. Article ; Online: Mentoring and Developing a Successful Trainee: A Reflection.

    Persky, Adam M

    American journal of pharmaceutical education

    2016  Volume 80, Issue 4, Page(s) 55

    MeSH term(s) Education, Pharmacy/methods ; Humans ; Mentoring/methods ; Social Networking ; Students, Pharmacy
    Language English
    Publishing date 2016-06-10
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe80455
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 924: Show issues Location:
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  10. Article ; Online: Activating prior knowledge using multiple-choice question distractors.

    Schimmelfing, Liza C / Persky, Adam M

    Medical education

    2020  Volume 54, Issue 10, Page(s) 925–931

    Abstract: Context: A student's academic success in graduate and professional school may depend on prior knowledge. However, these students may not see important and necessary material for extended periods of time between their pre-requisites and their new course ... ...

    Abstract Context: A student's academic success in graduate and professional school may depend on prior knowledge. However, these students may not see important and necessary material for extended periods of time between their pre-requisites and their new course work. As such, they are more prone to being unable to access available information from memory when needed. This study investigated the use of multiple-choice (MC) question examinations in stabilising or reactivating these students' memories for material that is available in their memories, but currently inaccessible due to disuse.
    Methods: A total of 156 incoming first-year student-pharmacists were recruited. These student-pharmacists completed a baseline examination on physiology prior to coursework. This assessment contained fill-in-the-blank (FIB) questions followed by MC versions of the FIB questions. In the experimental sets, 10 questions had MC distractor answers that were answers to a future FIB question; in the other condition, the MC distractors were not answers to future FIB questions. The primary outcome was performance on future or target FIB questions in the context of whether the prior or priming MC questions contained the answer within the distractors.
    Results: Performance on target FIB questions improved when the distractors in the MC questions contained the relevant answer (29%) compared to when the distractors did not contain the correct answer (18%) (P < .001, d = 0.78). When students could not generate a correct response to the FIB question, the experimental condition outperforming the control condition (17% vs 30%, d = 0.76).
    Conclusions: Multiple-choice questions that contained a correct response as a distractor to a future question, improved student performance. As such, the use of MC may be an inexpensive way to reactivate prior knowledge, especially knowledge that has become inaccessible due to disuse.
    MeSH term(s) Educational Measurement ; Humans ; Knowledge ; Memory ; Pharmacists
    Language English
    Publishing date 2020-04-28
    Publishing country England
    Document type Journal Article
    ZDB-ID 195274-2
    ISSN 1365-2923 ; 0308-0110
    ISSN (online) 1365-2923
    ISSN 0308-0110
    DOI 10.1111/medu.14162
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