Use of Case-Based Learning in a Clinical Pharmacokinetics Course

Self Cite

Objective. To assess the impact of team-based learning (TBL) in a foundational pharmacokinetics course. Design. The course was arranged into 5 modules based on the TBL format. Each module contained preclass preparation; readiness-assurance process; and in-class, clinical cases. Survey instruments on professionalism and attitudes of team learning were administered pre-and post-course. Assessment. Examination grades focused at the evaluation/creation level were significantly higher in the TBL format compared with the previous year. Professionalism scores increased over the course of the semester, particularly in altruism and honesty. Other measures of team-learning attitudes significantly increased over time, although there was no change in major subscales. End-of-semester course evaluations showed improvements in active engagement and in various areas of skill development. Conclusion. The TBL format can be used successfully in a foundational pharmacokinetics course to increase higher levels of learning, team-learning skills, and professionalism in pharmacy students.

Section: Designmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

The Impact of Team-Based Learning on a Foundational Pharmacokinetics Course

Persky

2012

Self Cite

“…There are much published data indicating the benefits of case-based learning and other active learning pedagogies (over lecture), especially when used for higher levels of learning and assessment, as is commonly the case in pharmacotherapy courses. [9][10][11][12][13] The sheer number of topics that can be covered within pharmacotherapy courses may require the use of lecture for efficiency, but the recommendations from the 2016 toolkit should be recognized as an opportunity to review pedagogical approaches used to incorporate more application based, clinically oriented activities. This study is not without its limitations, the first of which is the survey response rate of 58%.…”

Section: Discussionmentioning

confidence: 99%

Comparing Pharmacotherapy Instruction to the 2009 and 2016 ACCP Toolkit Recommendations

Woodruff

Albanese

Prescott

2018

Methods.A survey was sent to representatives at US PharmD programs. The survey consisted of questions pertaining to: pharmacotherapy credit-hours; contact time spent for each therapeutic subject area; and pedagogical methods used. Data were analyzed using descriptive statistics. Results.Representatives from 75/129 PharmD programs responded (response rate 58%). A median of 23 credit-hours were devoted to required pharmacotherapy. Infectious diseases and cardiology were taught with the greatest number of contact hours. Lecture was the most utilized principal method of instruction delivery but the incorporation of case-based learning was also common.

“…1 One easy approach to help pharmacy students practice this skill is case-based teaching which commonly uses patient cases prepared in paper format (and sometimes also projected on a screen). [2][3][4][5][6] However, unlike an authentic pharmacy practice experience, paper-based cases do not require students to gather and summarize all relevant patient-specific information on their own. Branched, or "choose your own adventure-style" cases in which students are supplied patient information in stages may be more realistic but can still provide too much information up front as compared to actual practice.…”

Section: Introductionmentioning

confidence: 99%

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course

Shin

Tabatabai

Boscardin

et al. 2018

Objective. To demonstrate the feasibility of integrating the computer simulation, MyDispense, into a therapeutics course and to measure its effects on student perception and learning. Methods. We conducted a prospective study with an experimental phase and an implementation phase. In the first phase, students were randomized to complete a therapeutics case using MyDispense or traditional paper methods in class. In the second phase, all students completed two therapeutic cases using MyDispense in class with the option to complete four additional outside-of-class cases using MyDispense. Students completed pre-and post-tests in class and three surveys. Results. In the experimental phase, mean test scores increased from pre-to post-test for both MyDispense and traditional paper groups, but the difference between the groups was not statistically significant. Students in the traditional paper group reported statistically significant gains in confidence compared to the MyDispense group. In the implementation phase, mean test scores again increased, however, student perception of the use of MyDispense for therapeutics was negative. Completing the optional outside-of-class cases, however, was positively and significantly correlated with the midterm and final examination scores. Conclusion. Implementation of MyDispense in therapeutics may be feasible and has positive effects (eg, correlation with exam scores, capacity for immediate feedback, and potential for effective self-study). With short-term use and in the absence of assessment methods that also require seeking information from patients, students prefer to learn via traditional paper cases.