Objective. To develop and assess a toxicology module to teach pharmacy students about farming-and mining-related occupational exposures in the context of an existing toxicology elective course. Design. A teaching unit that included lectures and case studies was developed to address the unique occupational exposures of patients working in agricultural and mining environments. Upon completion of this 4-hour (2 class periods) module, students were expected to recognize the clinical signs and symptoms associated with these occupational exposures and propose acceptable therapeutic plans. Assessment. After completing the module, students scored significantly higher on a patient case involving suicide resulting from pesticide consumption. Seventy-three percent of the students scored higher than 90% on a 33-item multiple-choice examination. Eighty-two percent of students were able to correctly read a product label to determine the type of pesticide involved in an occupational exposure. Conclusion. Pharmacy students who completed a module on occupation exposure demonstrated competence in distinguishing occupational exposures from each other and from exposure to prescription and nonprescription drugs. This module can be used to educate future pharmacists about occupational health issues, some of which may be more prevalent in a rural setting.Keywords: case-based teaching, toxicology, occupational exposure, agriculture, pesticides, mining
INTRODUCTIONCase-based teaching fits well with the increased emphasis on evidence-based classroom management encouraged by the Accreditation Council for Pharmacy Education (ACPE) and other accrediting boards. The emphasis that the ACPE has placed on active learning and critical thinking in pharmacy curricula increased with the release of Guidelines 2.0. 1 Thus, pharmacy educators are obliged to investigate active-learning techniques for the classroom, not only in response to the accreditation guidelines, but also because they help students with process skills such as communication, team-building, and problem solving. 2,3 Case studies are a natural way for pharmacy educators to incorporate active learning into a course curriculum as there are myriad patient cases to draw from in the literature. Additionally, case-based teaching effectively increases student engagement, particularly in the health sciences. [4][5][6] This is advantageous as there are multiple studies linking student engagement to learning, as the students feel more personally invested in learning outcomes if they are effectively engaged. [7][8][9] Case-based teaching has found much success in the fields of pharmacy, including in pharmacokinetics, 10 pharmaceutics, 11 medicinal chemistry, 12,13 pharmacology, 14 and toxicology. 15 Outside of pharmacy, faculty members have successfully used case-based teaching in nursing and professional ethics. 16,17 Overall, case-based teaching is prevalent in medical education because it increases professional and clinical competence and fosters critical thinking. 3,16,18 Hiott and colleagu...