Learning bridge: curricular integration of didactic and experiential education

Area of Science:

• Pharmacy Education
• Pharmaceutical Sciences
• Experiential Learning

Background:

• Introductory pharmacy practice experiences (IPPE) are crucial for foundational learning.
• Integrating didactic pharmaceutical science with IPPE can enhance student comprehension and skill development.
• Current curricula may lack sufficient integration between theoretical knowledge and practical application.

Purpose of the Study:

• To evaluate the impact of the Learning Bridge program on integrating pharmaceutical science topics with introductory pharmacy practice experiences.
• To assess the program's effectiveness in fostering active learning, self-directed learning, and critical-thinking skills.
• To determine if the curriculum enhances student interaction with preceptors.

Main Methods:

• The Learning Bridge curriculum was implemented for first-year pharmacy students (P1).
• Four assignments required students to connect pharmaceutical science material with their preceptor interactions.
• Student and preceptor surveys were used to gather feedback on the program's effectiveness.

Main Results:

• The Learning Bridge program successfully integrated didactic and experiential learning components.
• Student and preceptor feedback indicated enhanced active learning, self-directed learning, and critical-thinking skills.
• Students reported increased learning, improved drug information knowledge, and better comprehension of package insert data.

Conclusions:

• The Learning Bridge curriculum effectively bridges pharmaceutical science concepts with practical pharmacy experiences.
• The program fosters essential skills and improves student engagement with preceptors.
• This integrated approach enhances overall student learning in both academic and practical settings.