(237) Learning Outcomes and Evaluation of a New Graduate Course in SAS Programming

Objective : Data analytics and interpretation are critical components in healthcare and pharmaceutical services research. A new course in SAS programming was created for doctoral (PhD) students in a Social and Administrative Sciences department at a School of Pharmacy. We assessed student perception of knowledge and self-efficacy to apply SAS programming skills and how it impacted learning outcomes.

Methods: The course was offered as 1 credit in 2022 (N=4) and 2 credits in 2023 (N=2). Each class session was divided into two parts: 1) didactic instructions and 2) active learning with pre-written SAS programs. Student learning was assessed using 5 sequential assignments and a final project. Student perception about the course was assessed using: 1) pre and post test and 2) post survey with a 10-item Likert scale (1 (strongly disagree) – 5 (strongly agree), respectively. Results were compared quantitatively and qualitatively between the 2022 and 2023 cohorts.

Results: Mean test scores increased by only 4.5 points from pre to post in 2022 but increased by 25 points in 2023. Median knowledge and self-efficacy rating were >4 for 3/4 and 6/6 items in 2022 and 4/4 and 4/6 items in 2023, respectively. Overall, students felt that the assignment and SAS demonstration in class helped their learning the most in both years. Students in 2022 suggested that based on assignments and class content, credit should be increased. In 2023, students suggested to add more assignments that could resemble the final projects.

Conclusions: Introduction to SAS, offered as a 2-credit course, resulted in better learning than when offered as a 1 credit course. Introductory courses that aim to impart practical skills to students should be allotted sufficient credit hours for active learning.