Jason Perepelkin1. 1. College of Pharmacy & Nutrition, University of Saskatchewan, Canada. jason.perepelkin@usask.ca
Abstract
OBJECTIVE: To change the structure of a required pharmacy management course to make it more interactive and engaging for students. DESIGN: The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. ASSESSMENT: A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. CONCLUSION: A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.
OBJECTIVE: To change the structure of a required pharmacy management course to make it more interactive and engaging for students. DESIGN: The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. ASSESSMENT: A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. CONCLUSION: A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.
Keywords:
active learning; curriculum; engagement; pharmacy management; self-directed learning
Authors: Oladapo A Kolawole; Craig A Pedersen; Philip J Schneider; David A Smeenk Journal: Am J Health Syst Pharm Date: 2002-02-01 Impact factor: 2.637
Authors: Donna Huynh; Stuart T Haines; Cecilia M Plaza; Deborah A Sturpe; Greg Williams; Magaly A Rodriguez de Bittner; David S Roffman Journal: Am J Pharm Educ Date: 2009-07-10 Impact factor: 2.047