An Innovative Approach to Pharmacy Law Education Utilizing a Mock Board of Pharmacy Meeting

Bess, David T.; Taylor, Jade; Schwab, Carol A.; Wang, Junling; Carter, Jason A.

doi:10.24926/iip.v7i1.419

Cited by 9 publications

(3 citation statements)

References 10 publications

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“…Before this project, historically, mock trials were scarcely employed in pharmacy education, found only in isolated instances, and without repeated and deliberate assessment for competencies and outcomes; only one study previously reported having students as active participants in a mock trial albeit with roles that were scripted for the students by faculty or actual court cases (van Dusen, 1998;Broeseker & Jones, 1999;Spies, 2008;Bess et al, 2016;Rosenberg et al, 2018). Debates, however, have been employed in pharmacy education for active learning and assessment activities in various contexts (e.g.…”

Section: Discussionmentioning

confidence: 99%

Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions

Rosenberg,

Hsu,

Truong

et al. 2024

Pharm Educ

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Background: This study aimed to evaluate students’ performance and perception of a mock-trial teaching, learning, and assessment activity over three years at two institutions. Methods: A mock trial (courtroom-style debate) implemented over three years (2017-2019) in a first professional year (P1) course at two institutions offered active learning in literature critique and evaluation, critical thinking, communication, teamwork, professionalism, and self-awareness. Student teams researched, prepared, and debated controversial topics as counsels, witnesses, or jurors for alternate mock trials. Descriptive analyses evaluated judge and juror trial scores and the 2019 Technology Acceptance Model (TAM) survey. Results: The mock trials involved 319 student participants (Programme A: 136; Programme B: 183). Faculty-judge scores ranged from 83.3% to 97%, while student-juror scores ranged from 87.5% to 100%. Most student groups in all programmes reported comparable faculty-judge scores and student-juror scores, irrespective of trial positions (pro or con) or topics. The TAM survey assessed 96 student participants’ perceptions of Blackboard Collaborate® for peer collaboration in 2019. Items assessing students’ attitudes toward mock trials reported an average rating above 5 on a 7-point Likert scale. Conclusion: A three-year retrospective evaluation of students’ performance and perceptions of mock trials at two institutions demonstrated the effectiveness of mock-trial innovation and the feasibility of cross-institutional student engagement and faculty collaboration.

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Section: Discussionmentioning

confidence: 99%

Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions

Rosenberg,

Hsu,

Truong

et al. 2024

Pharm Educ

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“…Law courses often consist of traditional lectures with case studies. Teaching a subject that is considered less stimulating than the practical topics to be used in clinical practice is a challenge [5]. One of the questions to consider when thinking about the introduction of law courses into a health professional education is "what pedagogical modalities should be used?"…”

Section: B Teaching Law In the Health Sectormentioning

confidence: 99%

A Serious Game for Patient’ Rights Education

Bielser¹,

Bonnard²,

Songuel³

et al. 2021

2021 IEEE 9th International Conference on Serious Games and Applications for Health(SeGAH)

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The knowledge and the implementation of patients' rights are fundamental in health professional practices. Courses for healthcare students are often taught using a lecture format. Yet, students find it difficult to understand the importance of legal concepts and apply it to their future practice. In order to promote learner centered teaching practices and encourage knowledge acquisition and practical skills development, the "Patient's Rights & Innovative Teaching Strategy (PRITS)" project aimed at developing a serious game dedicated to patients' rights education. To design and develop this serious game and the associated learning concept, we set up a multidisciplinary team of experts from the fields of healthcare, law, education and engineering. A collaborative methodology was used to ensure the coherent development of all games and learning elements. The PRITS serious game integrates knowledge about patients' rights into dialogues with virtual patients. It also provides additional resources and exercises related to the topics. The learning experience intends to challenge students' mental models and support a transition from "quality of care only "to "quality of care and respect of patients' rights".

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“…[ 6 ] In teaching Pharmacy Law and Ethics, educators are challenged to create an interesting and engaging method of educating students about a subject that is potentially considered to have little clinical relevance. [ 7 ] While CBL has proven to have some success in meeting this challenge in other health professions courses, [ 6 ] there is a lack of documented data on its use in teaching pharmacy law and ethics in SA, and at UKZN specifically. Early evaluation of the usefulness of and learner experience with CBL is therefore important to modify and enrich the current teaching methods, and to form a better learning approach with the active participation of students.…”

Section: Significance Of the Studymentioning

confidence: 99%

A new way of teaching an old subject: Pharmacy Law and Ethics

Chetty

Bangalee

Oosthuizen

2018

AJHPE

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BackgroundPharmacy educators are responsible for ensuring that students are equipped with the necessary regulatory knowledge required to deal with ethical challenges that arise in practice. Teaching methods have a strong impact on student learning, making it essential to determine how learning is influenced when changing pedagogy.ObjectiveTo describe students’ experience and perceptions of the use of a case-based learning (CBL) activity as an adjunctive method to didactic teaching of pharmacy law and ethics.MethodA survey was conducted among 3rd-year pharmacy students enrolled for a Pharmacy Law and Ethics course at the University of KwaZulu-Natal, Durban, South Africa. The course content was delivered didactically, followed by a CBL activity for which the students were divided into groups and assigned various real-life case studies.ResultsMost of the 74 respondents (66%) agreed that the activity was enjoyable and metacognitively useful. A majority (77%) found the activity interactive, and 92% agreed that it enhanced their understanding of pharmacy law concepts. Eighty percent agreed that it facilitated their understanding of law and ethics concepts, and their application to real-life situations.ConclusionThe use of CBL was beneficial to both the individual student’s learning experience and the overall class learning process. More importantly, the exercise improved their metacognitive awareness, and suggests the need to consider this method of teaching as part of the formal curriculum to better equip students to deal with ethical issues that will arise in practice.

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An Innovative Approach to Pharmacy Law Education Utilizing a Mock Board of Pharmacy Meeting

Abstract: A thorough understanding of pharmacy law by students is important in the molding

Cited by 9 publications

References 10 publications

Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions

Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions

A Serious Game for Patient’ Rights Education

A new way of teaching an old subject: Pharmacy Law and Ethics

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