Small-Team Active Learning in an Integrated Pharmacokinetics Course Series |
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Authors: | Curtis E. Jones S. Craig Dyar Andrea L. McKeever |
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Affiliation: | School of Pharmacy, South University, Savannah, GA |
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Abstract: | Objectives. To implement a pharmacokinetics curriculum that used small-team active learning and assess students’ perceptions.Design. The course design and delivery were based on delivery of Student Team lecture followed by concept reinforcement through problem-based learning sessions. Course faculty members facilitated classroom and problem-based learning discussions to promote an active-learning environment.Assessment. An anonymous survey instrument was administered to students prior to and following completion of the pharmacokinetics course. Students reported a significant decrease in anxiety from 67% to 44% related to working in small teams upon completion of the course. However, students maintained negative perceptions related to peer teaching, with 80% of students reporting anxiety related to receipt of course information from peers. The course had a positive impact on students’ ability to apply concepts to case-based scenarios, but little impact on their perceived ability to identify and critically evaluate new material and present that material to their peer team.Conclusions. The team-based structure defined herein for delivery of a pharmacokinetics curriculum offers students a tangible method to increase their comfort and confidence in the application of pharmacokinetic concepts in therapy. |
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Keywords: | team learning active learning pharmacokinetics problem-based learning |
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