‘The bus analogy’: A new analogy to help pharmacy students conceptualize the well-stirred model

Dagenais, Renée; Barry, Arden R.; Ensom, Mary H H

doi:10.1016/j.cptl.2017.03.014

Cited by 2 publications

(3 citation statements)

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“…For instance, mastery of knowledge and skills, termed adaptive expertise, can be assessed through a range of methods. In parallel, our analysis of pedagogical interventions revealed diverse outcomes, notably enhancing comprehension of complex concepts such as pharmacokinetics concepts models which aligns with the 'Knows' level of Miller's pyramid (Dagenais et al, 2017).…”

Section: Realist Synthesis Outcomes In Light Of Miller's Pyramidmentioning

confidence: 88%

“…The outcomes of educational interventions can be anticipated (mastery of a skill), unanticipated (collateral effects on the participants or their workplace), positive (knowledge expansion) or negative (e.g., psychological impact of badly guided debrief session) (Graham and McAleer, 2018). The outcomes that materialized through this realist review included a mix of subjective perceptions (improved student (Gaikwad and Tankhiwale, 2014;Persky and Dupuis, 2014;Thomas et al, 2014;Choudhury et al, 2015;Jones et al, 2015;Karpa et al, 2015;McLaughlin et al, 2015;Tankel, 2015;Nguyen et al, 2016;Sukhlecha et al, 2016;Tichelaar et al, 2016;Yadav et al, 2016;Dagenais et al, 2017;Islam et al, 2017;Kurup et al, 2017;MacDougall, 2017;Persky et al, 2017;Sirota, 2017;Ying et al, 2017;Al-Sallami and Loke, 2018;Bernaitis et al, 2018;Bryant et al, 2018;Chan et al, 2018;Dubovi et al, 2018;Hanson et al, 2019).…”

Section: Realist Synthesis Outcomes In Light Of Miller's Pyramidmentioning

confidence: 99%

“…Students often face challenges in pharmacology, especially in comprehending the complex, mathematically intensive concepts and principles of pharmacokinetics and pharmacodynamics (Jones et al, 2015;Dagenais et al, 2017;Hall et al, 2017;Hermanns et al, 2017;Khurshid and Noushad, 2017;MacDougall, 2017;Zuna and Holt, 2017;Al-Sallami and Loke, 2018;Bryant et al, 2018;Chan et al, 2018;Khurshid et al, 2018;Patrick et al, 2018;Hanson et al, 2019). For Context-mechanism-outcome configurations (CMOc) displaying the triggering effects of context on underlying mechanisms to generate a range of outcomes.…”

Section: Cmo Configurations and Statementsmentioning

confidence: 99%

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Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

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IntroductionThe knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.MethodThe realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.ResultsA realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.DiscussionPedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).

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Section: Realist Synthesis Outcomes In Light Of Miller's Pyramidmentioning

confidence: 88%