OBJECTIVE: To implement and evaluate the impact of 2 elective courses, Pregnancy & Lactation and Pediatrics on student acquisition of knowledge and development of lifelong learning skills related to these special populations. DESIGN: Two 3-credit elective courses were implemented using various student-driven learning techniques, such as case-based exercises, group presentations, pro-con debates, and pharmacist "grab bag" questions. Strong emphasis was placed on medication literature retrieval and analysis, and a wiki was used to create an electronic resource for longitudinal use. ASSESSMENT: Pre- and post-course tests showed significant improvement in knowledge related to pregnancy, lactation, and pediatrics. Pre- and post-course confidence and ratings on satisfaction survey tools also revealed significant improvement in several domains relating to lifelong-learning skills, knowledge related to medication use within these special populations, use of technology to enhance learning, and overall course design. CONCLUSION: The combination of student-directed learning techniques used in 2 pediatric-concentration courses is an effective teaching model.
OBJECTIVE: To implement and evaluate the impact of 2 elective courses, Pregnancy & Lactation and Pediatrics on student acquisition of knowledge and development of lifelong learning skills related to these special populations. DESIGN: Two 3-credit elective courses were implemented using various student-driven learning techniques, such as case-based exercises, group presentations, pro-con debates, and pharmacist "grab bag" questions. Strong emphasis was placed on medication literature retrieval and analysis, and a wiki was used to create an electronic resource for longitudinal use. ASSESSMENT: Pre- and post-course tests showed significant improvement in knowledge related to pregnancy, lactation, and pediatrics. Pre- and post-course confidence and ratings on satisfaction survey tools also revealed significant improvement in several domains relating to lifelong-learning skills, knowledge related to medication use within these special populations, use of technology to enhance learning, and overall course design. CONCLUSION: The combination of student-directed learning techniques used in 2 pediatric-concentration courses is an effective teaching model.
Authors: Paul W Jungnickel; Kristi W Kelley; Dana P Hammer; Stuart T Haines; Karen F Marlowe Journal: Am J Pharm Educ Date: 2009-12-17 Impact factor: 2.047
Authors: Nancy M Tofil; Kim W Benner; Mary A Worthington; Lynn Zinkan; Marjorie Lee White Journal: Am J Pharm Educ Date: 2010-03-10 Impact factor: 2.047
Authors: Varsha Bhatt-Mehta; Marcia L Buck; Allison M Chung; Elizabeth Anne Farrington; Tracy M Hagemann; David S Hoff; Joseph M Larochelle; Rebecca S Pettit; Hanna Phan; Amy L Potts; Katherine P Smith; Richard H Parrish Journal: J Pediatr Pharmacol Ther Date: 2012-07