Pharmacy students' approaches to learning in undergraduate and graduate entry programs

Lorraine Smith*, Ines Krass, Erica Sainsbury, Grenville Rose

*Corresponding author for this work

    Research output: Contribution to journalArticle

    27 Citations (Scopus)

    Abstract

    To compare longitudinal data with previous cross-sectional data regarding Australian undergraduate pharmacy students' approaches to learning, and explore the differences in approaches to learning between undergraduate and postgraduate cohorts. Longitudinal, repeated measures design using a validated self-report survey instrument were used to gather data. Undergraduate students' preferences for meaning directed, undirected, and reproduction-directed approaches to learning displayed the same pattern across the 2 studies; however, application-directed scores increased significantly in the second half of the undergraduate degree program. Commencing postgraduate students' approaches to learning were similar to finishing undergraduate students, and this group was significantly more oriented towards meaning-directed learning compared to undergraduate students. Pharmacy students' maturation in approach to their learning was evident and this bodes well for pharmacists' engaging in life-long learning and capacity to work in increasingly complex health settings.

    Original languageEnglish
    Pages (from-to)106
    Number of pages1
    JournalAmerican journal of pharmaceutical education
    Volume74
    Issue number6
    Publication statusPublished - 10 Aug 2010

    Fingerprint Dive into the research topics of 'Pharmacy students' approaches to learning in undergraduate and graduate entry programs'. Together they form a unique fingerprint.

    Cite this