Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences

Kristy H. Lucas, Julie A. Testman, Marcella N. Hoyland, Angel M. Kimble, Mary L. Euler

Research output: Contribution to journalArticle

23 Scopus citations

Abstract

Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.

Original languageEnglish (US)
JournalAmerican journal of pharmaceutical education
Volume77
Issue number8
DOIs
StatePublished - 2013

Keywords

  • Active learning
  • Advanced pharmacy practice experience
  • Assessment
  • Pedagogy
  • Pharmacotherapy

ASJC Scopus subject areas

  • Education
  • Pharmacology, Toxicology and Pharmaceutics(all)

Fingerprint Dive into the research topics of 'Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences'. Together they form a unique fingerprint.

  • Cite this