Expanding Voluntary Active-learning Opportunities for Pharmacy Students in a Respiratory Physiology Module

Abstract

Objectives. To expand voluntary active-learning opportunities for bachelor of pharmacy students enrolled in a third-year human physiology and pharmacology course and determine whether the additional course components improved learning outcomes. Design. Additional voluntary active-learning opportunities including a large-class tutorial, additional formative assessment, and an online discussion were added to the Respiratory Physiology Module of the course. Examination scores were compared with those from previous years. A questionnaire was administered to assess students' perception of the active-learning components. Assessment. Mean examination scores increased from 69.3% 6 24.4% in 2003 to 88.9% 6 13.4% in 2004 and 86.9% 6 17.6% in 2005, after the addition of the active-learning components. Students' overall perception of the value of the active-learning activities was positive. Summary. The addition of voluntary active-learning course components to a required pharmacy course resulted in improved student examination scores, and decreased failure rate, and were accomplished at low cost and with little additional staff time.

Pharmacy students' opinions toward active learning in the didactic curriculum

“…In addition, in concurrence with previous studies, students believed that AL improved their understanding of the material covered in the course. 6,28 ACP students rated the quality of AL to be fair (mean ϭ 5.80 Ϯ 2.44). The quality of AL is important and may impact the attainment of desired leaning objectives.…”

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.…”

An Active-Learning Assignment Requiring Pharmacy Students to Write Medicinal Chemistry Examination Questions

“…1 Active learning has been a buzz word since the 1980s and there is a plethora of literature published on this topic. [2][3][4][5][6][7] Over time, pharmacy colleges and schools across the country have developed several active-learning strategies to engage students in the classroom, such as thinkpair-share, classroom discussions, minute papers, student debates, and class games. 8 Active learning is superior to passive learning, but student engagement in the learning process is still lacking in many of the implemented active-learning strategies.…”