An Innovative Elective Course in Anticoagulation Management

Garwood, Candice L.; Bishja, Mirjon; Smythe, Maureen A.

doi:10.5688/aj7410187

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…Anticoagulation is a complex topic for students and some pharmacy programs have dedicated entire elective courses to provide anticoagulant learning opportunities. 11,12 To further student understanding about anticoagulants using an innovative active learning strategy in the classroom, a game design activity was developed and implemented for students. The purpose of this paper is to describe and assess a game design activity focused on patient education of anticoagulants in a pharmacotherapy skills laboratory setting.…”

Section: Statement Of Innovationmentioning

confidence: 99%

Evaluation of a Patient Education Game Design Activity

Porter,

Kim,

Abraham

2023

Innov Pharm

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Background: Game-based learning has been used in pharmacy education settings with the instructor developing a game for students to play to enhance learning. However, there is a paucity of data about health sciences students designing a game themselves to further their understanding of a complex topic. The purpose of this study was to describe and assess a game design activity focused on patient education of anticoagulants in a pharmacotherapy skills laboratory setting. Innovation: Second-year pharmacy students enrolled in a pharmacotherapy skills laboratory course worked in teams in a one-hour active learning activity to design a game intended to educate patients about their medication. A pre/post analysis of student attitudes about game-based learning and the activity, as well as knowledge, was conducted. Findings: The large majority of students (80.5%) agreed that the activity was an effective way to develop patient education strategies. Through the survey and free-response questions, students reported that the game design activity facilitated positive group collaboration and allowed students to take the perspective of their patients. Students also requested additional time to complete the activity. Knowledge assessment scores of key patient education points increased from 66.5% prior to the activity to 71.5% one week following the activity (p<0.05). Conclusion: The game design activity served as a novel teaching method for pharmacy students to actively learn about anticoagulant medications while developing an innovative patient education strategy. Although there was an increase in knowledge scores, students highlighted the impact on group collaboration and taking the perspective of their patients.

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Section: Statement Of Innovationmentioning

confidence: 99%

Evaluation of a Patient Education Game Design Activity

Porter,

Kim,

Abraham

2023

Innov Pharm

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“…Multiple electives were developed that focused on specific topics such as diabetes, [7][8][9][10][11] anticoagulation management, 12,13 and cardiovascular disease. 14,15 Other electives encompassed ambulatory care concepts that may apply to multiple disease states but only focus on particular aspects such as lifestyle modifications [16][17][18][19] or management within the geriatric population.…”

Section: Introductionmentioning

confidence: 99%

An Elective Course on Current Concepts in Adult Ambulatory Care

Vincent

Weber

2014

American Journal of Pharmaceutical Education

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Objective. To design and evaluate a doctor of pharmacy course exploring disease states commonly encountered in ambulatory care, while applying literature to clinical practice and promoting a continual learning mindset. Design. This elective incorporated a learner-centered teaching approach. Each week, 2 groups of students were assigned a clinical trial to present to their peers. The focus was on clinical application and impact, rather than literature evaluation. A social networking group on Facebook was used to expose students to pharmacy information outside the classroom. Assessment. Student grades were determined by multiple activities: presentations, participation and moderation of the Facebook group, class participation, quiz scores, and quiz question development. Course evaluations served as a qualitative assessment of student learning and perceptions, quizzes were the most objective assessment of student learning, and presentation evaluations were the most directed assessment of course goals. Conclusion. This elective was an innovative approach to teaching ambulatory care that effectively filled a curricular void. Successful attainment of the primary course goals and objectives was demonstrated through course evaluations, surveys, and quiz and presentation scores.

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