Student perceptions of group examinations as a method of exam review in pharmacotherapeutics

Abstract Objective Evaluate student perceptions of learning outcomes, group dynamics, and team-based skill development during group-retake exams in pharmacy education. Design Group-retake examinations utilizing distributed practice were implemented in a pharmacotherapeutics course to serve as a post-individual exam review. A survey was designed to assess student perceptions of these group-retake exams. Assessment Students perceived group-retake examinations to be beneficial in respect to retention and application of content. Peer teaching was reported to be effective and occur frequently. Minimal hostility and stress were reported. Consensus answers were reached often and this improved throughout the semester. Overall, 92% of students agreed that group-retake examinations should be continued. Conclusion Group-retake examinations were perceived by students to be an effective method for exam review within pharmacy education.