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GENERAL ARTICLE
Year : 2018  |  Volume : 31  |  Issue : 1  |  Page : 39-42

A review of mastery learning: The roseman model as an illustrative case


1 Roseman University of Health Sciences, South Jordan, UT 84095, USA
2 Department of Pharmacy Practice, College of Pharmacy, Roseman University of Health Sciences, South Jordan, UT 84095, USA

Correspondence Address:
Martin S Lipsky
College of Pharmacy, Roseman University of Health Sciences, 10920 S River Front Parkway, South Jordan, Utah 84095
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/1357-6283.239045

Background: An educational method gaining acceptance in health profession's training is mastery learning. Mastery learning requires learners to demonstrate essential knowledge and skills measured against rigorously set standards without regard to time. The key elements of mastery learning include focus on a single subject, short curricular blocks, setting specific objectives, using frequent feedback, deliberative practice, and demonstrating mastery before moving onto the next subject. Roseman University of the Health Sciences College of Pharmacy (COP) developed and delivered an accelerated mastery learning curriculum designed to develop knowledge and skills through active learning. Methods: The COP uses a mastery model for its PharmD program. The didactic curriculum is divided into 2-week assessment blocks focusing on a single subject. Students must demonstrate mastery, defined as ≥90% on an assessment, to pass a block. Students failing a block assessment receive feedback and a second opportunity to pass. Students failing their repeat assessment continue onto the next block, but require summer remediation before moving onto the next year. Results: National pass rates for the US pharmacy board examination ranged between 92.6% and 96.9% during the 2010–2015 period, while the COP scores ranged from 93.0% to 99.0% and fell below national pass rates on only one occasion. The attrition rate was 6.5%, below the national rate of 10.8%. Students reported an overall satisfaction with their education of 3.82 (Likert scale 1–5) and 4.04 for the block system. Discussion: Overall, the Roseman University mastery model is successful. Students report high levels of satisfaction and outcomes on examinations and attrition compares favorably to national averages.


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