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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Transforming a large-class lecture course to a smaller-group interactive course.

Adam M Persky¹, Gary M Pollack

¹School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA. apersky@unc.edu

American Journal of Pharmaceutical Education

|February 9, 2011

Summary

Transitioning a large pharmacokinetics course to a smaller-group, discussion-based format is feasible. Students preferred the smaller class size, though satisfaction and grades remained similar, highlighting the importance of student accountability for learning factual content.

Keywords:

active learning educational technology learning pharmacokinetics

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Area of Science:

Pharmacokinetics education
Medical school curriculum design

Background:

Traditional large-lecture formats in pharmacokinetics can limit student engagement.
Active learning strategies are increasingly recognized as beneficial for higher-order learning.

Purpose of the Study:

To transition a large pharmacokinetics lecture course to a smaller-group, discussion-based format.
To assess the impact of this transition on student learning, satisfaction, and engagement.

Main Methods:

Implemented an e-book and multimedia modules for independent learning, reducing required class attendance from three to one session per week.
Replaced lecture time with active-learning activities such as discussions, problem-solving, and case studies.
Randomly assigned students to one of three weekly class sessions.

Main Results:

Student satisfaction with the course did not significantly improve, but students expressed a preference for the smaller-group setting over large lectures.
Examination grades were not significantly affected by the changes, despite an increased focus on higher-order learning questions.
Student accountability for acquiring factual content outside of class was crucial for the transition.

Conclusions:

A smaller-group discussion format is achievable for pharmacokinetics courses.
Increased student accountability for pre-class learning is essential for success in this educational model.
Students generally favor smaller, more interactive learning environments over traditional large lectures.