Design and implementation of pharmacy morning report: An adaptation of medical morning report for case-based instruction in the pharmacy curriculum

• Published in: Currents in pharmacy teaching and learning 2016-09, Vol.8 (5), p.609-614
• Main Authors: Waldrop, Bruce A., Thomason, Angela R.
• Format: Article
• Language: English
• Subjects: Active learning; Case study; Integration; Morning report; Peer teaching; Pharmacy
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2016.05.003

To design and implement a curriculum-spanning, vertically and horizontally integrated case-based active learning activity structured on the medical model of morning report. First (P1), second (P2), and third-year (P3) students in a 4-year doctor of pharmacy program were divided into 14 groups and participated in a 1-hour progressive-disclosure case study discussion session modeled on medical morning report. Sessions were facilitated by pairs of faculty, with each pair comprised of one member from the pharmacy practice department and one from the basic sciences department. Students were administered pre- and post-activity knowledge assessments as well as a post-activity qualitative evaluation of the session. Significant increases in content knowledge were demonstrated by P1, P2, and P3 students following the activity. Moreover, pre- to post-activity knowledge gains were achieved in each of the 14 groups. Evaluations showed that most students (89%) felt the activity was a positive learning experience, and over 90% of students believed the activity helped them to better understand how their current pharmacy studies are applicable to future courses. This method of integrated case-based instruction, modeled on medical morning report, is an effective means by which students at various stages in the pharmacy curriculum can engage in an active learning, peer teaching, and learning activity. Pharmacy morning report can be used as a curriculum-spanning integrated learning activity in various models of pharmacy curricula.