Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.Keywords: pedagogy, active learning, assessment, advanced pharmacy practice experience, pharmacotherapy INTRODUCTIONThe combination of the changing face of pharmacy education and the influx of new pharmacy programs demands curriculum innovations to assure the profession's future competency, resulting in the increase of activelearning pedagogies. [1][2][3][4] Due to the quantity of interpretations in the literature, choosing the most applicable active-learning strategy for student engagement proves cumbersome. The implementation of active-learning strategies may be facilitated with the application of core concepts. Among these, defining the requirements for student participation in meaningful activities, engaging students in the learning process, and evaluating their participation have utmost significance. This contrasts a traditional lecture style of unilateral learning (eg, students passively receive information from faculty). 5,6 Literature supports the use of active-learning pedagogies in pharmacy education. Hogan and Lundquist surveyed graduating pharmacy students to evaluate their perceptions of preparedness for advanced pharmacy practice experiences (APPEs) and the effectiveness of problem-based learning in their preparation. Students found the use of problem-based learning to be an appropriate tool in preparing themselves to perform above average during APPEs. 7 Dolder and colleagues measured the effect over time of a 2-year, problem-based learning sequence on the skills, knowledge, and abilities it was designed to enhance and develop. Students worked in groups to complete 4 problem-based learning (PBL) cases each semester. Case solutions were documented through the use of standardized answer sheets comprising 6 questions that addressed the course learning objectives (hypotheses, learning issues to investigate, how hypotheses ruled in or out, primary problem identification, plan, and goals). Students received a total score and 3 predetermined sub-item...
Transitions of care occur each time a patient moves from one healthcare provider or care setting to another. Challenges that have been identified include: failure of the patient to keep appointments for outpatient chronic care; inability for smooth transfer of information between various healthcare providers; and failure to find appropriate placement for patients who can no longer manage independent living. As pharmacists representing an array of practice settings, these authors here present the models of contributions made by pharmacy services within such multifaceted approaches. An initial literature search was conducted using the National Library of Medicine via PubMed. Studies conducted in the United States that included at least one pharmacy service within the methods of intervention were selected for review. Where there are published findings from each setting, we include the measured impact, if reported. Although pharmacists represent the most skilled healthcare professionals in medication reconciliation and management, the best processes for tapping that expertise have yet to be fully elucidated. We present this review of current practices with the continued hope that the pharmacy profession will, not only continue to be the quiet patient advocate for best medication use, but also to open our minds to the need to measure, adjust, and measure again, the systems and processes we use to best integrate our knowledge for the overall benefit of the patient.DOI: http://dx.doi.org/10.3329/icpj.v2i10.16409 International Current Pharmaceutical Journal, September 2013, 2(10): 159-164
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