Integration of Microbiology, Pharmacology, Immunology, and Infectious Disease Using Active Teaching and Self-Directed Learning

Steinel, Natalie C.; Palmer, Gregory C.; Nowicki, Emily M.; Lee, Ernestine; Nelson, Elizabeth A.; Whiteley, Marvin; Lee, Michael W.

doi:10.1007/s40670-018-00689-8

Cited by 14 publications

(12 citation statements)

References 24 publications

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“…This is consistent with what was observed earlier that JiTT augmented learning of key points, increased learner participation, and enhanced learner retention of core concepts (7,19,20). Student-centered active learning pedagogies implemented into integrated basic science curricula facilitate student engagement during in-class discussions and help students understand, retain and apply basic science concepts to clinical practice (19)(20)(21)(22)(23)(24).…”

Section: Discussionmentioning

confidence: 99%

“…Hence, a sound knowledge of basic science concepts and recalling of the concepts is essential to initiate a thought-provoking discussion and problem-solving of clinical case studies; in this regard, JiTT pedagogical approach implemented for undergraduate Immunology course has been perceived to be beneficial (19,20). Learner-centered active pedagogy and flipped classroom model approaches, implemented into integrated basic science curricular framework, were shown to not only facilitate student engagement during in-class discussion but also help with their understanding, retention and application of basic science curricular concepts (23,24).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in PharmD Microbiology and Immunology Courses

et al. 2020

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Just-In-Time Teaching (JiTT) active learning pedagogy is utilized by various disciplines, but its value in a professional pharmacy curriculum has not yet been demonstrated. The purpose of our research study is to implement and evaluate JiTT in a Doctor of Pharmacy (PharmD) program. The impetus in implementing JiTT into a PharmD curriculum was to provide students with an out-of-classroom learning opportunity to enhance knowledge-based skills. The current study summarizes the implementation of JiTT in four distinct instances: two iterations of the required courses "Integrated Microbiology and Virology" (Fall 2016 and Fall 2017) and "Integrated Immunology" (Winter 2016-2017 and Winter 2017-2018). JiTT included knowledge-based questions in multiple-choice format, integrated case studies, and student responses prior to the actual lecture session. After the conclusion of each course, students were asked to provide feedback on the utilization of JiTT by way of an anonymous survey. Following the Fall 2016 iteration of the Microbiology & Virology course, students found the integrated case studies to be beneficial (mean = 3.27 out of a maximum of 4, SD = 0.62), and their overall endorsement of JiTT was high (mean = 3.61 out of 4, SD = 0.50). For the other three courses included in this study, the primary dependent variable was the student's average rating of JiTT, rated on a five-point scale. Aggregating the scores from the Fall 2017 iteration of the Integrated Microbiology & Virology course and both instances of the Immunology course, students rated JiTT very favorably (mean = 4.17 out of a maximum of 5, SD = 0.77). Students' performances in JiTT-based courses were compared against non-JiTT-based courses. Analysis of assessment data for student's performance on knowledge-based questions showed JiTT was helpful for student learning and JiTT-based courses had more consistent exam scores compared to non-JiTT-based courses. The current results are a promising initial step in validating the usefulness of JiTT in a pharmacy program and lays the foundation for future studies aimed at a direct comparison between a traditional lecture style and JiTT pedagogy implemented into PharmD curricula.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in PharmD Microbiology and Immunology Courses

et al. 2020

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“…The rapid switch to delivering material via web-conferencing modalities such as Zoom© has been an adjustment for both students and faculty, particularly for schools with a heavy active-learning-based curriculum. At the Dell Medical School (DMS), we employ a flipped-classroom approach to deliver the first-year basic sciences [ 1 , 2 ]. In our flipped-classroom sessions at DMS, students view videos, listen to podcasts, or engage with tailored pre-reading prior to coming to the class where they work in small group activities (approximately 5 students per group).…”

Section: Teaching Pharmacology Remotely Using a Flipped-classroom Appmentioning

confidence: 99%

Using Drugs to Keep Learning Active During a Pandemic

Lee

2020

Med.Sci.Educ.

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“…Now, however, basic science disciplines are integrated into organsystem blocks of instruction as longitudinal threads within the preclerkship curriculum. [4][5][6][7][8] This restructuring has occurred along with curricular changes aimed at providing earlier exposure to patient care, integration of health systems sciences, incorporation of more team-based learning activities, adoption of competency-based assessment practices and a greater emphasis on use of new technologies. While many courses are highly integrated, integration at the individual session level is variable, and there is a paucity of data available.…”

Section: Introductionmentioning

confidence: 99%

“…For years, disciplines such as pharmacology had their own discipline‐specific course in the UME curriculum. Now, however, basic science disciplines are integrated into organ‐system blocks of instruction as longitudinal threads within the preclerkship curriculum 4–8 . This restructuring has occurred along with curricular changes aimed at providing earlier exposure to patient care, integration of health systems sciences, incorporation of more team‐based learning activities, adoption of competency‐based assessment practices and a greater emphasis on use of new technologies.…”

Section: Introductionmentioning

confidence: 99%

Design of a foundational sciences curriculum: Applying the ICAP framework to pharmacology education in integrated medical curricula

Quesnelle

Zaveri

Schneid

et al. 2021

Pharmacology Res & Perspec

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Integration of Microbiology, Pharmacology, Immunology, and Infectious Disease Using Active Teaching and Self-Directed Learning

Cited by 14 publications

References 24 publications

Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in PharmD Microbiology and Immunology Courses

Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in PharmD Microbiology and Immunology Courses

Using Drugs to Keep Learning Active During a Pandemic

Design of a foundational sciences curriculum: Applying the ICAP framework to pharmacology education in integrated medical curricula

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