Small-Team Active Learning in an Integrated Pharmacokinetics Course Series

• Published in: American journal of pharmaceutical education 2012-09, Vol.76 (8), p.1
• Main Authors: Jones, Curtis E, Dyar, S Craig, McKeever, Andrea L
• Format: Article
• Language: English
• Subjects: Behavioral Objectives; Clinical medicine; College students; Colleges & universities; Drug stores; Education; Educational Environment; Learning Processes; Likert scale; Meetings; Multidisciplinary practices; Pedagogy; Peers; Pharmacy; School environment; Teaching Methods
• ISSN: 0002-9459; 1553-6467

To implement a pharmacokinetics curriculum that used small-team active learning and assess students' perceptions. The course design and delivery were based on delivery of Student Team lecture followed by concept reinforcement through problem-based learning sessions. Course faculty members facilitated classroom and problem-based learning discussions to promote an active-learning environment. An anonymous survey instrument was administered to students prior to and following completion of the pharmacokinetics course. Students reported a significant decrease in anxiety from 67% to 44% related to working in small teams upon completion of the course. However, students maintained negative perceptions related to peer teaching, with 80% of students reporting anxiety related to receipt of course information from peers. The course had a positive impact on students' ability to apply concepts to case-based scenarios, but little impact on their perceived ability to identify and critically evaluate new material and present that material to their peer team. The team-based structure defined herein for delivery of a pharmacokinetics curriculum offers students a tangible method to increase their comfort and confidence in the application of pharmacokinetic concepts in therapy.