Implementation of a New Course with a Focus on Active Learning Through Integrated Curricular Approach: Pharmacy Care Laboratory I

Enhancing students’ experimental knowledge with active learning in a pharmaceutical science laboratory

“…When viewed together, the findings from this study add weight to the argument that an active learning approach may be a more effective method of instruction for developing students understanding of foundation pharmaceutical sciences knowledge in pharmaceutical science laboratory settings than using a traditional method. These findings are also consistent with results reported from other pharmacy education studies featuring active learning (Kangwantas et al, 2017;Kiersma et al, 2009;Meng et al, 2019;Ross et al, 1999).…”

“…Also anticipated due to encouraging findings about active learning in pharmacy education (Kangwantas et al, 2017;Kiersma et al, 2009;Meng et al, 2019;Ross et al, 1999), students' assessment responses to two questions about experimental knowledge in the laboratory session featuring active learning had higher average scores than the session using the traditional approach. It appears that an active learning approach may be better than following a set list of procedures for learning about the variables to be measured during the experiment and understanding the measurement method used to measure the variables.…”

“…For example, Kiersma and colleagues found that an active learning laboratory session that used simulations helped first-year pharmacy students improve their knowledge and skills to detect and resolve medication errors (Kiersma et al, 2009). Likewise, a design project using an active learning strategy was used in laboratory and experiential settings to enhance students' early professional practice experiences and decision-making activities (Ross et al, 1999). Missing from this literature are studies that explore students' foundation knowledge in pharmaceutical science laboratory settings that involve conducting an experiment.…”

Development of a Holistic Assessment Plan to Evaluate a Four-Semester Laboratory Course Series

“…Often these pharmaceutical care skills are taught, practiced, and evaluated in a skills laboratory. [5][6][7][8][9][10][11][12][13] The University of Wisconsin (UW) Madison School of Pharmacy is a traditional four-year doctor of pharmacy (PharmD) program. Since the inception of the PharmD program, the curriculum has required students to complete a four-semester Pharmacotherapy course sequence beginning in the fall of the second professional year (P2) and spanning through the spring of the third professional year (P3).…”

“…4 In the pharmacy education literature, assessment and evaluation plans have been predominantly based on indirect measures of student learning and experiences, such as student perceptions and opinions, and description of the course revisions. [5][6][7]10,[15][16][17][18][19][20] Comparison of pre-and post-revision direct measures of learning in the form of final grades, examination and assignment scores, and APPE performance have also been described for this purpose, but to a far lesser extent. 15,19,20 Uniquely, this article details the design and results of an assessment plan composed of a variety of evaluation measures.…”