A Student-Initiated, Integrated Pharmacotherapeutics Learner-Centered Course

Objective: To evaluate a learner-centered, elective course complementing pharmacotherapeutic instruction. Design: A one credit-hour elective as developed. Enrolled students were responsible for article selection and to lead in-class discussions. A content-validated discussant rubric was use to peer review each discussant. Assessment: Enrolled students kept current on the literature and nurtured an obligation to themselves and their peers to be prepared on a weekly basis to discuss the selected article. Discussion demonstrated varied opinions and provided ample opportunity for students to use technical/clinical language. Also, the course allowed for thinking at a higher level, discussing complex ideas/issues, and developing oral communication skills. Conclusions: This learner-centered approach allowed the enrolled students to take ownership of their learning and complement their learning from the traditional mode of learning in two pharmacotherapeutic courses. It encouraged the students to investigate the clinical literature as a means to complement and enhance their knowledge.   Type: Not

Pharmaceutical Dosage Forms And Grug Delivery Systems

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Pharmaceutical Dosage Forms And Drug Delivery Systems

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INSTRUCTIONAL DESIGN AND ASESSMENT The Development, Implementation, And Evaluation Of A Self-Assessment Instrument For Use In A Pharmacy Student Competition

Objectives. The purpose of this research was to develop, implement, and evaluate a 10-item assessment instrument for pharmacy students participating in a local Academy of Managed Care Pharmacy, Pharmacy and Therapeutics Committee competition. The instrument was designed to measure and document student perceived-learning processes and outcomes. Methods. The study used a single group posttest design with a retrospective pretest component. The self-assessment instrument was comprised of 10 assessment items and 5 open-ended questions. The Rasch rating scale model was used to evaluate data provided by the instrument. Results. The perceived outcomes from the competition in terms of student growth through participation and completion of the assessment instrument were favorable for all items. However, 3 of the 6 items administered in a retrospective pretest-posttest format became more difficult for students to endorse. Conclusions. The Competition Student Assessment Instrument provided valuable, meaningful, and reliable information about processes and learning outcomes of the competition. Student-driven competitions represent an innovation in applying student-directed activities outside the curriculum that is consistent with expected learning outcomes of the formal curriculum. It is anticipated that this assessment instrument would be useful for assessing student competitions at other schools and colleges of pharmacy