Transforming a large-class lecture course to a smaller-group interactive course

Objective

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format.

Design

An e-book and Web-based multimedia learning modules were utilized to facilitate students'' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning.

Assessment

Changes in course delivery were assessed over a 4-year period by comparing students'' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format.

Conclusions

Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.     

Team-based Learning in Therapeutics Workshop Sessions

Objectives

To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork.

Design

Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created.

Assessment

Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops.

Conclusion

Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence.     

Comparing team-based and mixed active-learning methods in an ambulatory care elective course

Objectives

To assess students'' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members'' perceptions of team-based learning.

Methods

Using the 2 teaching methods, students'' grades were compared. Students'' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning.

Results

The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course.

Conclusions

Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.     

Readiness for self-directed learning and academic performance in an abilities laboratory course

Objective

To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course.

Methods

The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics.

Results

The mean SDLRS score was 148.6 ± 13.8. Sixty-eight students (44%) scored > 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS.

Conclusions

Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.     

A Technology-Enhanced Patient Case Workshop

Objectives

To assess the impact of technology-based changes on student learning, skill development, and satisfaction in a patient-case workshop.

Design

A new workshop format for a course was adopted over a 3-year period. Students received and completed patient cases and obtained immediate performance feedback in class instead of preparing the case prior to class and waiting for instructors to grade and return their cases. The cases were designed and accessed via an online course management system.

Assessment

Student satisfaction was measured using end-of-course surveys. The impact of the technology-based changes on student learning, problem-solving, and critical-thinking skills was measured and compared between the 2 different course formats by assessing changes in examination responses. Three advantages to the new format were reported: real-life format in terms of time constraint for responses, a team learning environment, and expedient grading and feedback. Students overwhelmingly agreed that the new format should be continued. Students'' examination scores improved significantly under the new format.

Conclusion

The change in delivery of patient-case workshops to an online, real-time system was well accepted and resulted in enhanced learning, critical thinking, and problem-solving skills.     

Use of case-based learning in a clinical pharmacokinetics course

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.     

Students' Perceptions and Satisfaction With a Web-Based Human Nutrition Course

Objectives

To assess the perceptions and satisfaction of third-year pharmacy students with a Web-based, distance-learning course, Principles of Human Nutrition, and describe the challenges faculty members encountered while implementing the course.

Design

The human nutrition course was redesigned from a traditional classroom-based format to a Web-based format. Precourse and postcourse surveys were administered to 2 consecutive classes of 120 students.

Assessment

Students gave positive feedback regarding the Web-based format and especially appreciated the flexibility the course offered. Students recommended that a hybrid Web-based/classroom-based course be developed instead of a Web-based only course.

Conclusion

A Web-based format was used to effectively deliver a course in human nutrition to third-year pharmacy students; however, implementation of the course revealed several challenges that will need to be addressed before additional Web-based courses can be added.     

Using Answer-Until-Correct Examinations to Provide Immediate Feedback to Students in a Pharmacokinetics Course

Objectives

To implement an answer-until-correct examination format for a pharmacokinetics course and determine whether this format assessed pharmacy students'' mastery of the desired learning outcomes as well as a mixed format examination (eg, one with a combination of open-ended and fill-in-the-blank questions).

Methods

Students in a core pharmacokinetics course were given 3 examinations in answer-until-correct format. The format allowed students multiple attempts at answering each question, with points allocated based on the number of attempts required to correctly answer the question. Examination scores were compared to those of students in the previous year as a control.

Results

The grades of students who were given the immediate feedback examination format were equivalent to those of students in the previous year. The students preferred the testing format because it allowed multiple attempts to answer questions and provided immediate feedback. Some students reported increased anxiety because of the new examination format.

Discussion

The immediate feedback format assessed students'' mastery of course outcomes, provided immediate feedback to encourage deep learning and critical-thinking skills, and was preferred by students over the traditional examination format.     

Using game format in small group classes for pharmacotherapeutics case studies

Objective

To incorporate games in classroom teaching to encourage student interest and participation in a small group pharmacy therapeutics case studies class.

Design

Using a television quiz show and classic board game format, students and the instructor developed games to discuss patient care plans. At the end of the course, a questionnaire was administered to assess students'' attitudes and perception of using game format in the class and whether this teaching method was useful in reinforcing therapeutic knowledge.

Assessment

The majority of the students felt that games were beneficial in their learning process. The game format also resulted in higher student participation scores.

Conclusions

The game-format approach to learning aroused student interest, enhanced participation, and improved their participation grades. Although the game format of leaning is an effective way of actively engaging students in higher leaning, determining how these games improve test scores will require further assessment.     

The Impact of Advanced Pharmacy Practice Experiences on Students' Readiness for Self-directed Learning

Objective

To evaluate the impact of advanced pharmacy practice experiences (APPEs) on doctor of pharmacy (PharmD) students'' readiness for self-directed learning.

Methods

The Self-Directed Learning Readiness Scale (SDLRS) was administered to students prior to and after completing their APPEs. SDLRS is a validated instrument that determines the relative degree to which students have the attitudes and motivation to engage in self-directed learning.

Results

Seventy-seven (64%) students completed the SDLRS prior to starting their APPEs and 80 (67%) students completed the instrument after completing their APPEs. Forty-six (38%) students completed both. Prior to starting their APPEs, 74% of students scored greater than 150 on the SDLRS, indicating a high level of readiness for self-directed learning. No significant difference was found between the mean scores of students who took the SDLRS both prior to (159 ± 20) and after completing their APPEs (159 ± 24; p > 0.05).

Conclusion

Students at our institution appear to be ready for self-directed learning but APPEs had a minimal impact on their readiness for self-directed learning.     

A Cultural Competency Course for Pharmacy Students

Objective

To design, implement, and evaluate a course on health promotion and literacy.

Design

Course objectives such as the development of cultural competency skills, awareness of personal biases, and appreciation of differences in health beliefs among sociocultural groups were addressed using a team-based learning instructional strategy. Student learning outcomes were enhanced using readiness assessment tests (RATs), group presentations, portfolio reflections, and panel discussions.

Assessment

Comparing precourse and postcourse Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals (IAPCC-R) scores and portfolio responses indicated enhanced progress toward cultural competency. The Student Evaluation of Teaching (SET) provided suggestions for course enhancements.

Conclusions

Evidence supporting enhanced cultural competency after completing the course affirms its value as we prepare pharmacy students to provide patient-centered care in a culturally diverse world.     

Using Cooperative Learning for a Drug Information Assignment

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.     

Plaintiff or Defendant: Using Legal Cases to Teach Students Pharmacy Law

Objective

To demonstrate the value of students using actual legal cases during collaborative “breakout” sessions in a pharmacy law class.

Design

Students were broken into smaller groups and randomly assigned a legal case to arbitrate or defend. One week prior to the groups'' presentation, all students were given the facts of a case that was reflective of issues covered during the lecture component of the course. Formative assessments were utilized in addition to an overall breakout satisfaction survey administered at the end of the course.

Assessment

Overall, students felt the breakout sessions enhanced their learning environment and reinforced material covered during the didactic portion of the course. Students also recommended the breakout sessions for future pharmacy law courses.

Conclusion

Dividing a large pharmacy law class into 2 sections of 12 groups each and conducting mock trials resulted in increased student participation and interaction and deeper understanding of the course content.     

Impact of online lecture-capture on student outcomes in a therapeutics course

Objectives

To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance.

Methods

Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures.

Results

No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance.

Conclusions

Posting lectures online did not affect student outcomes, but students did score higher on the final examination.     

A Motivational Interviewing Course for Pharmacy Students

Objective

To create, implement, and evaluate a pharmacy course on motivational interviewing.

Design

A 3-hour elective course was created to train doctor of pharmacy (PharmD) students in brief patient-centered motivational interviewing counseling strategies that have proven effective with the types of health issues most commonly addressed in pharmacy settings. Students were assisted in developing their skills through required readings, interactive lectures, in-class demonstrations and practice sessions, out of class skills practice, one-on-one supervision provided by doctoral level clinical health psychology students, and written reflections on each class session.

Assessment

Students demonstrated significant improvement in motivational interviewing skills and a high level of motivation for and confidence in using these skills in their future practice. Students overall assessment of the course and supervision process was highly positive.

Conclusion

This patient-centered counseling skills course was feasible and produced improvements in PharmD students'' counseling skills and increased their motivation and confidence to use motivational interviewing skills in their future communications with patients.     

A Health Education Program for Underserved Community Youth Led by Health Professions Students

Objectives

To develop and implement a health fair and educational sessions for elementary school children led by health professions students.

Design

The structure and process were developed with elementary school administration to determine the health topics to be covered. Students and faculty members created a “hands-on,” youth-oriented health fair and interactive health educational sessions. Quantitative and qualitative data were collected on learning outcomes from the underserved child population and health professions students.

Assessment

The health fair and educational sessions increased awareness of underserved youth in the areas of critical health behaviors, purposeful education on health issues facing their community, and exposure to careers in various health professions. The activities provided meaningful learning experiences for the health professions students.

Conclusion

The health education program model is an excellent way to teach health education, communication and critical thinking skills, and service learning to health professions students.     

Elective course in acute care using online learning and patient simulation

Objective

To enhance students’ knowledge of and critical-thinking skills in the management of acutely ill patients using online independent learning partnered with high-fidelity patient simulation sessions.

Design

Students enrolled in the Acute Care Simulation watched 10 weekly Web-based video presentations on various critical care and advanced cardiovascular pharmacotherapy topics. After completing each online module, all students participated in groups in patient-care simulation exercises in which they prepared a pharmacotherapeutic plan for the patient, recommended this plan to the patient''s physician, and completed a debriefing session with the facilitator.

Assessment

Students completed a pretest and posttest before and after each simulation exercise, as well as midterm and final evaluations and a satisfaction survey. Pharmacy students significantly improved their scores on 9 of the 10 tests (p ≤ 0.05). Students’ performance on the final evaluation improved compared with performance on the midterm evaluation. Overall, students were satisfied with the unique dual approach to learning and enjoyed the realistic patient-care environment that the simulation laboratory provided.

Conclusion

Participation in an elective course that combined self-directed Web-based learning and hands-on patient simulation exercises increased pharmacy students’ knowledge and critical-thinking skills in acute care.     

A systems approach to scaffold communication skills development

Objectives

To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course.

Design

Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed.

Assessment

Students'' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods.

Conclusion

The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students'' communication skills.     

A Hybrid Jigsaw Approach to Teaching Renal Clearance Concepts

Objectives

To evaluate the effectiveness of using a jigsaw cooperative learning approach to teach basic concepts of renal clearance to pharmacy students.

Design

Students collected information on the mechanisms of renal clearance for a particular drug and proposed a methodology for circumventing a urine drug screen. Attitudinal surveys, an online quiz, and course examinations were used to assess student learning.

Assessment

The majority of students felt apprehensive toward a group assignment prior to the exercise, and afterwards still preferred individual work over group work. Post-exercise quiz and final examination scores showed students successfully learned the material.

Conclusions

Students were successful in learning from each other and there was no difference in examination performance compared to years when the technique was not used. In addition, the relative negative experiences of previous group work decreased the subjective attitudes related to the current learning experience.