Active-Learning Implementation in an Advanced Elective Course on Infectious Diseases

Abstract

Objectives. To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Design. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Assessment. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p # 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p # 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills.Conclusion. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.

Impact of Abbreviated Lecture with Interactive Mini-cases vs Traditional Lecture on Student Performance in the Large Classroom

“…Previously published literature on the effectiveness of a teaching and learning method report the results from 1 institution as well, as a valid comparison of student performance at different institutions would only be feasible if the institutions had matched curricula, syllabi, grading system, and learning objectives; the problem of comparing 2 sets of students would still exist. [7][8][9][10][18][19][20][21][23][24][25][26][27][28][29][30][31][32][33][34][35] The primary objective of the project was to determine how different teaching and learning methods impacted student learning in a team-taught required pharmacotherapy module in a large classroom setting. A project goal was to efficiently incorporate more individually graded activelearning activities in the large classroom to increase student engagement and decrease lecture time.…”

“…10 In pharmacy literature, there are numerous articles about active-learning strategies used in the didactic setting, but fewer articles on evaluations of student learning that document differences in knowledge acquisition, abilities, or mastery of course material. [23][24][25][26][27][28][29][30][31][32][33][34][35] Active-learning approaches with student learning evaluations in the pharmacy didactic setting include PBL, POGL, team-based learning, patient simulation, case-based learning, flipped classroom, student response systems, and quick-thinks. [23][24][25][26][27][28][29][30][31][32][33][34][35] Of these, fewer reports compare student learning using active-learning approaches to student learning using a traditional lecture-based approach in required courses in the large classroom setting.…”

“…[23][24][25][26][27][28][29][30][31][32][33][34][35] Active-learning approaches with student learning evaluations in the pharmacy didactic setting include PBL, POGL, team-based learning, patient simulation, case-based learning, flipped classroom, student response systems, and quick-thinks. [23][24][25][26][27][28][29][30][31][32][33][34][35] Of these, fewer reports compare student learning using active-learning approaches to student learning using a traditional lecture-based approach in required courses in the large classroom setting. [23][24][25][26][27][28][29][30] Some studies compare student grades or examination performance in a required large classroom course using an active-learning approach during 1 year with grades and performance from a previous year or years when lecture based approaches were used.…”

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

“…Education researchers report that students learn more when they are actively involved in learning than when they are passive recipients. [2][3][4] Active involvement in the learning process is thought to enhance creative thinking, judgment, interpretation, and problemsolving skills. 3,5,6 Active involvement has also been shown to improve student conceptualization of complex systems and increase retention.…”

“…[2][3][4] Active involvement in the learning process is thought to enhance creative thinking, judgment, interpretation, and problemsolving skills. 3,5,6 Active involvement has also been shown to improve student conceptualization of complex systems and increase retention. [7][8][9] Problem-based learning (PBL), team-based learning (TBL), and cooperative peer instruction (CPI) are all active-learning strategies that utilize small-group discussion.…”