Mathematics in Pharmacy: Improving Student Engagement

David S. Jones School of Pharmacy

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High Academic Background (circa 435 tariff points) Requirements (AAB or ABB with an A in a fourth AS subject) Subjects required at A2  Chemistry

 At least one from Physics, Mathematics, Biology  One other A2 subject

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Mathematics required at GCSE

40% 35% 30% 25% 20% 15% 10% 5% 0% GCSE

AS

A2

Further

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Key Numeracy Skills/Algebra  Needed throughout the course  Assessed at entry to level 1  30% failure rate  Limited opportunity to address deficiencies

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Examples include:  Rearrangement of equations  Calculation of doses/concentrations/molarity  Use of equations

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Pharmaceutical Statistics  Needed throughout the course (but mostly in

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Level 4) Assessed in the skills component in Level 1 30% failure rate Limited opportunity to address deficiencies Examined in levels 2 and 4

LEVELS 1 AND 2     

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Probability and distributions Central tendency/Variation Confidence Intervals Transformations One sample parametric/non-parametric tests Two sample parametric/non-parametric tests  Paired and unpaired

LEVEL 4 

Multiple hypothesis tests  ANOVA  Kruskal-Wallis test

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Post hoc tests Multiple regression Logistic regression Epidemiology Introduction to Bayesian statistics

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Logarithms  Base e  Other bases

 Changing bases  Use of Log/Semi-log graph paper

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Trigonometry  Basic details ranging through to calculus of

trigonometry

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Calculus  Key component of several scientific sub-

disciplines  Pharmacokinetics  Chemical Stability  Population growth studies

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Students navigate through the course to avoid mathematical topics Some students leave QUB with a good degree but devoid of many skills that are required in clinical practice (research???)

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Mathematics is not a specified subject at A level Content of the Advanced/Advanced Subsidiary and GCSE courses Modular design of the Advanced and Advanced Subsidiary courses

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GCSE  Gradual reduction in content over 20 years  Reduction in problem solving activities

 Variation in standards across examining boards  Is the mathematical standard at GCSE level

suitable for science based courses?

ADVANCED SUBSIDIARY 

Modular

ADVANCED 2 

 Subjects studied in isolation

Different mathematical experiences for each student  All students study C1 and C2  Third subject is usually M1 or S1 (Decision mathematics?)  Reduction in content 

Modular  Subjects studied in isolation

Different mathematical experiences for each student  All students study C3 and C4 (usually)  Third subject is usually M2 or S2  Reduction in content 

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Key Numeracy Skills/Algebra  Covered in GCSE (in theory not practice)  Expanded depth through AS and A2 studies

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Logarithms  Fundamentals ▪ Covered in AS (in theory not practice)

 Base e ▪ Covered in A2  Other bases and changing bases ▪ Covered in A2

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Trigonometry  Basic definitions provided at GCSE level  Calculus and use provided at A2 level

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Calculus  Introduction provided at AS level  Expanded at A2

 More emphasis given to Differentiation  Applications are not taught or examined  By level 3 this knowledge has been forgotten

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Statistics  Level 1 basic requirements are provided by S1 and

S2 modules  Students are lacking in a basic understanding of the meaning and applications of the information studied  In first year assessments, some of the student who have failed the examination have completed the above modules

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Problems have been identified Surveyed mathematical needs Identification of how students most effectively learn mathematics Summer 2011  Generation of pdf descriptions of key mathematical

topics  Accompanying podcasts and worked examples (Camtasia)  Provision of mathematical examples placed within a pharmaceutical context