A Learner-led, Discussion-based Elective on Emerging Infectious Disease

Abstract

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussionbased course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/ magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

An Antimicrobial Stewardship Curriculum to Incorporate in the South African Bachelor of Pharmacy Degree Program

“…Literature from the United States recommended incorporation of antimicrobial stewardship training in either the second or third year of the three-year professional component of the Doctor of Pharmacy (PharmD) program. [12][13][14] Whereas literature from the United Kingdom recommended inclusion of antimicrobial stewardship training in the third and final year of the fouryear undergraduate pharmacy degree program. 11,18 Thus, all reviewed literature suggested incorporation of antimicrobial stewardship training in the final two years of the pharmacy degree program.…”

“…As with the pedagogical techniques, the content analysis phase revealed that a mixture of techniques should be used for the assessment of competence following the presentation of antimicrobial stewardship content to pharmacy students. [11][12][13][14] The pedagogical and assessment techniques employed would be determined by the specific institution based upon capacity and preference. However, use of a combination of multiple assessment techniques (eg, written tests/examinations, class activities, case reviews, semester projects, OSCE assessments, pre-class tests, portfolios of clinical activities, essay assignments, and class attendance) is recommended.…”

“…However, use of a combination of multiple assessment techniques (eg, written tests/examinations, class activities, case reviews, semester projects, OSCE assessments, pre-class tests, portfolios of clinical activities, essay assignments, and class attendance) is recommended. [11][12][13][14] The content of the final proposed curriculum developed markedly from the content analysis phase to the expert consultation phase. Each study phase allowed for identification of new antimicrobial stewardship principles and strategies, as well as key skills that pharmacy graduates should possess with regards to antimicrobial stewardship prior to entry into practice.…”

“…Results from the content analysis allowed for determination of the structure and content of antimicrobial stewardship curricula, which had been successfully developed and implemented internationally, in order to guide the development of the proposed South African curriculum. [10][11][12][13][14][15] Furthermore, a review of the national policy documents for antimicrobial stewardship in South Africa enhanced understanding of the principles and strategies that have been recommended by the South African National Department of Health for implementation of antimicrobial stewardship within the context of the South African healthcare system. 6,8,16 The academic review phase involved the dissemination of questionnaires, which investigated the extent of antimicrobial stewardship teaching in current undergraduate pharmacy degree programs offered by the nine South African schools of pharmacy.…”

Redesigning a Pharmacology Course to Promote Active Learning

“…In light of the benefits of active learning, there are numerous articles published over the past few years that help faculty members add active learning into their courses in a general way 11,12 as well as with specific activities for a given course sequence [13][14][15] . There are also publications that examine methods to utilize large amounts of non-lecture content delivery in elective courses [16][17][18] . However, active content delivery methods in required pharmaceutical sciences courses are less common, and much of the work that is published in pharmacokinetics.…”