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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Published on: December 9, 2022

Active-learning processes used in US pharmacy education.

David W Stewart1, Stacy D Brown, Cheri W Clavier

  • 1Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, 37614, USA. stewardw@etsu.edu

American Journal of Pharmaceutical Education
|July 20, 2011
PubMed
Summary
This summary is machine-generated.

Active learning is widely used in US pharmacy education, with 87% of faculty employing these techniques. Factors like teaching load and faculty characteristics influence adoption, suggesting a need for further research into effective implementation.

Keywords:
active learningpharmacy educationsurveyteaching

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Area of Science:

  • Pharmacy Education
  • Active Learning Strategies
  • Pedagogical Research

Background:

  • Active learning is increasingly recognized for its potential to enhance student engagement and learning outcomes.
  • Understanding the current adoption rates and influencing factors of active learning in pharmacy schools is crucial for curriculum development.

Purpose of the Study:

  • To document the types and extent of active learning techniques used in US pharmacy colleges and schools.
  • To identify factors associated with the utilization of active learning strategies among pharmacy faculty.

Main Methods:

  • A survey instrument was developed to assess active learning use.
  • The survey was distributed to faculty members of US colleges and schools of pharmacy via the American Association of Colleges of Pharmacy (AACP) mailing list.

Main Results:

  • Responses were received from 1179 faculty, representing 95% of US pharmacy programs.
  • Eighty-seven percent of respondents reported using active learning techniques.
  • Higher teaching workload, younger faculty age, lower faculty rank, and practice-focused departments correlated with increased active learning use.

Conclusions:

  • Active learning is broadly adopted by pharmacy educators in the US.
  • Further research is needed to optimize active learning methods in pharmacy education, enhance its acceptance, and document its impact on program outcomes.