(629.6) The Use of Guided Versus Partially Complete Non-guided Note Sets on the Development of Notetaking Skills and Academic Behaviors in a Health Science Professional Degree Program: Student Perspectives

Poster Board Number: E695

Amie Dirks-Naylor (Wingate University School of Pharmacy)

Background: The number of academically struggling students within doctor of pharmacy programs in the U.S. has increased over the last several years, presumably, due to a decline in academic skills of the applicant pool. In response, pharmacy programs have been implementing a variety of interventions and resources with the aim of improving student success.  In attempt to improve positive academic behaviors, such as class attendance, attentiveness, and engagement, one such intervention was the suggested implementation of guided lecture note sets by all faculty in first year courses instead of non-guided note sets previously used.  Thus, the aim of the study was to obtain student perspectives on the use of the different note sets on their academic behaviors, notetaking skill development, and general preference.

Methods: A Qualtrics survey was emailed to all (n=75) first year pharmacy students before final exams in the fall semester to gain perspectives on the use of guided note sets versus note sets best described as reasonably complete non-guided note sets (RC non-guided). Despite the suggested use of guided note sets, both types of note sets were utilized by various faculty in first semester courses. A precise description of each type of note set was provided in the survey.  All procedures were approved by the institutional IRB. 

Results: The largest percentage of students specified that use of guided note sets would most likely prevent them from skipping class and to promote engagement in class. The largest percentage of students specified that RC non-guided note sets were more likely to compel them to read the notes before class and more likely to listen attentively during the entire class period. More students agreed than disagreed to the statement that with the use of guided notes their attention seems to drift between sets of blanks and that their mental focus typically shifts from listening and understanding the general concept as the professor speaks to more of honing in and waiting for the specific missing words when they see blanks to fill.  A higher percentage of students chose the use of RC non-guided note sets than did guided note sets in five out of six questions pertaining to notetaking skill development. Furthermore, most students agreed that with guided note sets they only take notes when there is a blank to fill.  Despite the perceived  superiority with the use of RC non-guided notes in maintaining attentiveness during class and developing notetaking skills, most preferred the use of guided note sets in general.  Responses to survey questions differed based upon current course grade in the highest unit and most difficult course in the first semester of the pharmacy curriculum. 

Conclusion: Although students generally preferred the use of guided note sets and believed they could be more engaged during class, it appears that they also believed that non-guided note sets may be better for notetaking skill development and maintaining attentiveness throughout the class period.

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