This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research article
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Background.
Describe the design, delivery and impact of a course delivered in an undergraduate pharmacy program with students whose first language is not English. The aim of this course is to develop pharmacy students’ scientific writing, peer assessment and critical appraisal skills.
Methods.
The course is offered in the final year of an undergraduate pharmacy program. In this course, students wrote two structured pharmacy review articles (PRA) based on assigned scientific research articles and peer assessed each others’ written PRAs. Students also critically appraised scientific research articles on a weekly basis, completed one pre-journal club written reflective critique based on a assigned scientific research article and moderated one journal club session.
Results.
Course rubrics were developed and validated by the course coordinators. A survey that was administered to students enrolled in the course identified that 85% of the students perceived that they gained adequate writing skills in the course. More than 70% of the students indicated they had the necessary skills to evaluate their peers’ written assessments and 93% felt comfortable providing and receiving feedback from peers. More than 90% of the students indicated that their understanding of the primary research articles assigned improved as a result of their contribution to the peer assessment process and writing of PRAs.
Conclusion.
This course improved students scientific writing, peer assessment and critical appraisal skills. Further practice is required to reinforce the skills learned and to strengthen the writing skills of students.
Keywords
pharmacy curriculum, scientific writing, peer assessment, critical appraisal, non-native English speakers
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This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research article
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 20 Jul, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background.
Describe the design, delivery and impact of a course delivered in an undergraduate pharmacy program with students whose first language is not English. The aim of this course is to develop pharmacy students’ scientific writing, peer assessment and critical appraisal skills.
Methods.
The course is offered in the final year of an undergraduate pharmacy program. In this course, students wrote two structured pharmacy review articles (PRA) based on assigned scientific research articles and peer assessed each others’ written PRAs. Students also critically appraised scientific research articles on a weekly basis, completed one pre-journal club written reflective critique based on a assigned scientific research article and moderated one journal club session.
Results.
Course rubrics were developed and validated by the course coordinators. A survey that was administered to students enrolled in the course identified that 85% of the students perceived that they gained adequate writing skills in the course. More than 70% of the students indicated they had the necessary skills to evaluate their peers’ written assessments and 93% felt comfortable providing and receiving feedback from peers. More than 90% of the students indicated that their understanding of the primary research articles assigned improved as a result of their contribution to the peer assessment process and writing of PRAs.
Conclusion.
This course improved students scientific writing, peer assessment and critical appraisal skills. Further practice is required to reinforce the skills learned and to strengthen the writing skills of students.
This is a list of supplementary files associated with this preprint. Click to download.
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