Robert E Dupuis1, Adam M Persky. 1. Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7360, USA.
Abstract
OBJECTIVE: To assess the redesign of a clinical pharmacokinetics course that incorporated case-based learning to enhance group interaction and individual participation. DESIGN: The clinical pharmacokinetics course was divided into 3 sections based on content. Section 1 utilized case-based learning with small in-class groups; section 2 used a more traditional style of teaching, and section 3 was taught with case-based learning but using large in-class groups. The case-based learning approach was assessed using examination scores and attitudinal surveys. ASSESSMENT: Students enjoyed the applied format of case-based learning. Examination scores were higher when case-based learning was used than in historical controls. CONCLUSIONS: Case-based learning allowed class-time to be used for higher levels of learning and assessment instead of the more typical content delivery.
OBJECTIVE: To assess the redesign of a clinical pharmacokinetics course that incorporated case-based learning to enhance group interaction and individual participation. DESIGN: The clinical pharmacokinetics course was divided into 3 sections based on content. Section 1 utilized case-based learning with small in-class groups; section 2 used a more traditional style of teaching, and section 3 was taught with case-based learning but using large in-class groups. The case-based learning approach was assessed using examination scores and attitudinal surveys. ASSESSMENT: Students enjoyed the applied format of case-based learning. Examination scores were higher when case-based learning was used than in historical controls. CONCLUSIONS: Case-based learning allowed class-time to be used for higher levels of learning and assessment instead of the more typical content delivery.
Authors: Saija N S Leikola; Lea Tuomainen; Harri Ovaskainen; Sirpa Peura; Nina Sevón-Vilkman; Paavo Tanskanen; Marja S A Airaksinen Journal: Am J Pharm Educ Date: 2009-10-01 Impact factor: 2.047