Grace L Earl1. 1. Philadelphia College of Pharmacy, University of the Sciences in Philadelphia, PA, USA.
Abstract
OBJECTIVES: To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course. DESIGN: The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources. ASSESSMENT: The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses. CONCLUSION: The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.
OBJECTIVES: To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course. DESIGN: The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources. ASSESSMENT: The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses. CONCLUSION: The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.
Keywords:
active teaching; cooperative learning; drug information; jigsaw technique
Authors: Brenda L Gleason; Michael J Peeters; Beth H Resman-Targoff; Samantha Karr; Sarah McBane; Kristi Kelley; Tyan Thomas; Tina H Denetclaw Journal: Am J Pharm Educ Date: 2011-11-10 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