A Tool for Measuring Active Learning in the Classroom

Abstract

Objectives. To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool. Methods. The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions. Results. Per lecture, 13 (range: 4-34) episodes of active learning encompassing 3 (range: 2-5) different types of active learning occurred over 2.2 minutes (0.6-16) per episode. Both interobserver ($87%) and observer-instructor agreement ($68%) were high for these outcomes. Conclusions. The Active-Learning Inventory Tool is a valid and reliable tool to measure active learning in the classroom. Future studies are needed to determine the impact of the Active-Learning Inventory Tool on teaching and its usefulness in other disciplines.

Improved Knowledge Retention Among Clinical Pharmacy Students Using an Anthropology Classroom Assessment Technique

“…The lack of time required to administer this probe is significant because when asked, most pharmacy instructors elect not to incorporate active learning or assessment tools into didactic course work because their belief that it is too time intensive and integrated at the cost of lecture content outweighs their belief that it improves knowledge retention and student engagement. 12 This concern expands beyond pharmacy faculty members to nursing faculty members, who also perceive it as a barrier to implementing critical thinking strategies. 22 Instead of conducting the probe as a preclass assignment, one could administer the assessment during the beginning of class using electronic "clickers," which provide instant responses.…”

“…First a considerable amount of time was put towards the upfront development of the probe, which is comparable to another investigation in which 71% of instructors reported more preparation time was needed to develop active learning teaching efforts. 12 Through the translation of the probe from an anthropology class, time was predominately devoted to the application of Bloom's Taxonomy and efforts to expand ability to assess deeper levels of thinking. If adapted for another clinical pharmacy course, the primary effort would likely be devoted to selection of the key terms, resulting in a relatively short development stage.…”

“…Van Amburgh and colleagues assessed the impact of various active-learning techniques integrated into pharmacy classroom lectures, including CATs, but did not specifically outline the benefits gained by the individual assessment measures. 12 Other assessment review articles mention that CATs, especially the muddiest point, is often use by pharmacy faculty, but again, few specifics are provided. 8,13,14 Bartlett and Morrow, however, provide a comprehensive description of adapting and implementing the one minute paper in a first-year Biochemical Basics of Drugs and Disease pharmacy course.…”

Evaluating students’ experience of an integrated assessment: A case study in health promotion

“…Pharmacy students, it is argued, require active learning engagement that will allow them to move beyond concern with 'organisation, presentation and testing of content 6 towards revising, improving ways of thinking and connecting information learnt in lectures to practice outside the lecture room. 7 The content developed in this case study was recognised as of relevance both locally and globally and that the assignment involved the development of skills and processes appropriate for life beyond the world of Pharmacy education. This was particularly emphasised around the notion of working with others, preparing students not only conceptually but also practically for future professional interaction.…”

Active-Learning Assignments to Integrate Basic Science and Clinical Course Material

“…This fosters independent versus dependent learning in the classroom setting to increase student preparedness' for practice experiences and independent practice as a pharmacist. [3][4][5] Pharmacy students born from 1976 to 1988 should be uniquely suited for a successful transition from dependent to independent learning as they are part of the Millennial generation or Generation NexT (individuals born between 1976 and 1994). [6][7][8] In general, the Millennials are comfortable with a team-based approach to learning and do not require a lot of supervision, but do expect prompt feedback.…”