Cases in teaching and assessment in pharmacy education: Guidelines for assigning difficulty

Spark, M. Joy; Malone, Daniel Thomas; Maynard, Greggory; Stupans, Ieva

doi:10.1016/j.cptl.2016.06.007

Cited by 3 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…52 This involved analyzing cases based on three dimensions (analytical, conceptual, and presentation) and recommending case-level difficulty based on these dimensions to be scaffolded through pharmacy courses. 53 There also seems to be difficulty in adopting CBL due to time constraints within the current curriculum. One method of addressing this would be to use online CBL, where students attempt to complete the cases online in groups, and then the facilitator uses the results to facilitate in-class discussions with students.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

Jacob

Dhing

Malone

2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To determine the perceptions of lecturers toward case-based learning (CBL) and to elicit their feedback and opinions regarding the design of CBL sessions within the pharmacy curricula. Methods. One-on-one interviews were conducted with 10 academic staff members involved in teaching an undergraduate Bachelor of Pharmacy (BPharm) program. All sessions were audio-recorded and field notes were compiled. The recordings were transcribed, and thematic analysis of responses was performed. Results. Four key themes were identified: perceived benefits of CBL, challenges in implementing CBL within the curricula, characteristics of effective and engaging CBL, and relevance and implementation of CBL within the curriculum. Some of the specific benefits of CBL identified by participants included the applicability of knowledge learned to students' future role as pharmacists. Participants also identified challenges such as the design of CBL cases and course time constraints. Respondents also emphasized the need for more training for facilitators in how to design cases and facilitate sessions. Conclusion. While participants identified numerous benefits of CBL, they also identified challenges to implementing this learning method within the pharmacy school curriculum. Paying careful attention to selecting facilitators and providing appropriate facilitator training, in terms of facilitation and case design, is paramount in effectively implementing CBL sessions.

show abstract

Section: Discussionmentioning

confidence: 99%

Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

Jacob

Dhing

Malone

2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Interactive lectures allowed students to work with peers on activities that consolidated their conceptual understanding and clarified misconceptions. Workshops were the culmination of the topic; classes, in which application of knowledge and skills development occurred, were grounded in authentic cases [10,11]. Coupled with the inherent directive for students to reflect on their skills through skills coaching sessions (see below) and on their learning after each topic, this "Discover", "Explore", "Apply" and "Reflect" model (termed "DEAR") was consistently embedded as the curriculum was developed.…”

Section: Development Of a Pedagogical Frameworkmentioning

confidence: 99%

Development of a Vertically Integrated Pharmacy Degree

et al. 2021

View full text Add to dashboard Cite

Whilst curriculum revision is commonplace, whole degree transformation is less so. In this paper we discuss the rationale, design and implementation of a unique pharmacy program by a research-intensive faculty. The new Monash pharmacy curriculum, which had its first intake in 2017, was built using a range of key innovations that aimed to produce graduates that demonstrate key conceptual understanding and all the skills required to deliver world-best patient outcomes. The key elements of the re-design are outlined and include the process and principles developed, as well as key features such as a student-centred individualised program of development arranged around specific, authentic tasks for each skill and earlier enhanced experiential placements where students become proficient in entrustable professional activities. It is hoped the dissemination of this process, as well as the lessons learnt in the process, will be useful to others looking to transform a health curriculum.

show abstract

Design considerations for cases used in pharmacy teaching and learning using the case difficulty cube

Spark

Baverstock

Malone

et al. 2022

Currents in Pharmacy Teaching and Learning

View full text Add to dashboard Cite

Cases in teaching and assessment in pharmacy education: Guidelines for assigning difficulty

Cited by 3 publications

References 2 publications

Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

Development of a Vertically Integrated Pharmacy Degree

Design considerations for cases used in pharmacy teaching and learning using the case difficulty cube

Contact Info

Product

Resources

About