A Participation Requirement to Engage Students in a Pharmacokinetics Course Synchronously Taught at a Local and Distant Campus

Mehvar, Reza

doi:10.5688/aj7407118

Cited by 13 publications

(12 citation statements)

References 7 publications

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“…9,10 Furthermore, engagement in the distance education environment may be positively related to student performance, satisfaction, participation, motivation, and critical thinking. [11][12][13][14] The perceived difficulties associated with distance learning are articulated by the transactional distance theory, which defines transactional distance as a psychological and communication gap between the instructor and learner formed by physical distance. Transactional distance is a function of the interplay between 3 key variables: program structure, dialogue, and self-directedness.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

McLaughlin

Griffin

Esserman

et al. 2013

American Journal of Pharmaceutical Education

329

212

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Objective. To determine whether "flipping" a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. Design. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Assessment. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students' support for learning content prior to class and using class time for more applied learning (p50.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p50.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. Conclusion. The flipped pharmacy classroom can enhance the quality of satellite students' experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.

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Section: Introductionmentioning

confidence: 99%

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

McLaughlin

Griffin

Esserman

et al. 2013

American Journal of Pharmaceutical Education

329

212

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“…28 It is interesting to note that many students wanted to actively participate in the session, given that pharmacy students have typically displayed reticence at speaking up or interacting in classrooms. [54][55][56][57] This goes back to the discussion on training reflecting real-life situations for it to be effective. 23,25 Communication generally occurs in casual social settings, which is in contrast to traditional teaching which takes place in more formal settings.…”

Section: Discussionmentioning

confidence: 99%

Using forum theatre to teach communication skills within an undergraduate pharmacy curriculum: A qualitative evaluation of students' feedback

Jacob

Larter²,

Blair³

et al. 2019

Currents in Pharmacy Teaching and Learning

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Background and purpose Pharmacist-patient communication has traditionally been unidirectional, 1-3 with numerous studies illustrating that pharmacists use technical jargon, 4 display feeble responses to emotional prompts, 5 and control the interaction and content by using close-ended questions. 6-8 There is also minimal effort to engage with or elicit feedback from patients about their preference or concerns with regard to their medication. 5,6,9,10 Indeed, pharmacists tend to focus on transferring information to patients based on what they perceive to be important. 11,12 This approach to communication has thus impeded effective engagement with patients, and could affect adherence. 6,10 With the shift from the traditional biomedical model of care long adopted by pharmacists, to a patient-centered model which facilitates the provision of pharmaceutical care, 13-17 there is a need for pharmacists to similarly move away from communication styles which focus on the transmission of information, to one that adopts a transactional model. 1,12,17 The importance of pharmacists as communicators is underlined in the World Health Organization's seven-star concept, which states that pharmacists should be active communicators who employ verbal, non-verbal, and listening skills. 18 This has been echoed by the International Pharmaceutical Federation, who stipulate that educational programs should prepare future pharmacists to have adequate social and communication skills. 19 Indeed, research has shown that effective communication can lead to increased adherence, better health outcomes, increased patient satisfaction, a better understanding of treatment, and increased patient engagement in therapeutic decisions. 2,6,9,17,20-24 A number of pharmacy curricula, however, focus on developing students' medication-related competencies, as opposed to their relational or social skills-skills which would have a greater bearing on patient engagement. 1,8,9 There has also been a reliance on didactic teaching methods to teach communication skills, 8,16 which may not be as effective as active-learning approaches. 24 Patient-pharmacist interactions are not scripted communications, and are instead a dynamic exchange occurring in an equally dynamic environment. 12 While not discounting the effectiveness of using simulated or standardized patients (SPs) to teach communication skills, 22,25-27 SPs nonetheless give scripted responses to students, which belie the true nature of the interactions which take place in a pharmacy or at the bedside. 12,28 It has also been noted that for deep-learning to occur, there should be Fonteyn ME, Kuipers B, Grobe SJ. A Description of Think Aloud Method and Protocol Analysis.

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“…The remaining time of the session was then devoted to the discussion of the practice problem. The discussion was conducted by calling on students randomly, using an online registration process described previously [6], to answer each question in the practice problem.…”

Section: Methodsmentioning

confidence: 99%

The importance of active learning and practice on the students' mastery of pharmacokinetic calculations for the intermittent intravenous infusion dosing of antibiotics

Mehvar

2012

BMC Med Educ

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BackgroundEstimation of pharmacokinetic parameters after intermittent intravenous infusion (III) of antibiotics, such as aminoglycosides or vancomycin, has traditionally been a difficult subject for students in clinical pharmacology or pharmacokinetic courses. Additionally, samples taken at different intervals during repeated dose therapy require manipulation of sampling times before accurate calculation of the patient-specific pharmacokinetic parameters. The main goal of this study was to evaluate the effectiveness of active learning tools and practice opportunities on the ability of students to estimate pharmacokinetic parameters from the plasma samples obtained at different intervals following intermittent intravenous infusion.MethodsAn extensive reading note, with examples, and a problem case, based on a patient’s chart data, were created and made available to students before the class session. Students were required to work through the case before attending the class. The class session was devoted to the discussion of the case requiring active participation of the students using a random participation program. After the class, students were given additional opportunities to practice the calculations, using online modules developed by the instructor, before submitting an online assignment.ResultsThe performance of students significantly (P < 0.001) improved from a baseline of 11.3% (pretest) to 60.3% (posttest) after the class discussion. The grades of students further improved (P < 0.001) to 89.3% on the take-home assignment after they had a chance to study on their own and work on the online practices. Finally, students scored 82.6% in a formal mid-term examination, suggesting significant retention of the materials.ConclusionsDespite being a difficult subject, students achieve mastery of pharmacokinetic calculations for the topic of intermittent intravenous infusion when appropriate active learning strategies and practice opportunities are employed.

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A Participation Requirement to Engage Students in a Pharmacokinetics Course Synchronously Taught at a Local and Distant Campus

Cited by 13 publications

References 7 publications

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

Using forum theatre to teach communication skills within an undergraduate pharmacy curriculum: A qualitative evaluation of students' feedback

The importance of active learning and practice on the students' mastery of pharmacokinetic calculations for the intermittent intravenous infusion dosing of antibiotics

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