Adam M Persky1. 1. Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, The University of North Carolina, Chapel Hill, NC 27599-7360, USA. apersky@unc.edu
Abstract
OBJECTIVES: To integrate a series of educational strategies ranging from content delivery to assessment, including a change in philosophy regarding the use of in-class time, to enhance learning of pharmacokinetics. METHODS: Several approaches were taken to develop a significant learning experience in the basic and clinical pharmacokinetics courses including games, a piloted multimedia module to offset content delivery and free-up class time, reflective writing, and an immediate feedback assessment. Games, a multimedia module, reflective writing assignments, and other innovative learning tools were incorporated into pharmacokinetics courses, as well as an assessment tool to provide immediate feedback. RESULTS: Median examination scores did not improve following the incorporation of the teaching innovations; however, based on survey results, student satisfaction increased. CONCLUSIONS: Already high median examination scores (>90% from historical controls) did not improve; however, the effectiveness of the innovations implemented, which included deep learning and critical thinking and communication skills, may be more accurately measured over the long term, eg, in performance in advanced pharmacy practice experiences.
OBJECTIVES: To integrate a series of educational strategies ranging from content delivery to assessment, including a change in philosophy regarding the use of in-class time, to enhance learning of pharmacokinetics. METHODS: Several approaches were taken to develop a significant learning experience in the basic and clinical pharmacokinetics courses including games, a piloted multimedia module to offset content delivery and free-up class time, reflective writing, and an immediate feedback assessment. Games, a multimedia module, reflective writing assignments, and other innovative learning tools were incorporated into pharmacokinetics courses, as well as an assessment tool to provide immediate feedback. RESULTS: Median examination scores did not improve following the incorporation of the teaching innovations; however, based on survey results, student satisfaction increased. CONCLUSIONS: Already high median examination scores (>90% from historical controls) did not improve; however, the effectiveness of the innovations implemented, which included deep learning and critical thinking and communication skills, may be more accurately measured over the long term, eg, in performance in advanced pharmacy practice experiences.
Authors: Jacqueline E McLaughlin; LaToya M Griffin; Denise A Esserman; Christopher A Davidson; Dylan M Glatt; Mary T Roth; Nastaran Gharkholonarehe; Russell J Mumper Journal: Am J Pharm Educ Date: 2013-11-12 Impact factor: 2.047
Authors: Gary M Oderda; Robin M Zavod; Jean T Carter; Johnnie L Early; Pamela U Joyner; Harold Kirschenbaum; Eric J Mack; Andrew P Traynor; Cecilia M Plaza Journal: Am J Pharm Educ Date: 2010-12-15 Impact factor: 2.047
Authors: Jacqueline E McLaughlin; Nastaran Gharkholonarehe; Julia Khanova; Zach M Deyo; Jo E Rodgers Journal: Am J Pharm Educ Date: 2015-03-25 Impact factor: 2.047