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Incorporating active-learning techniques and competency assessment into a critical care elective course
Daniel R Malcom1, Jennifer L Hibbs
1Department of Clinical and Administrative Sciences, Sullivan University College of Pharmacy, Louisville, KY 40205, USA. dmalcom@sullivan.edu
American Journal of Pharmaceutical Education
|October 11, 2012
Summary
A new critical care elective course significantly improved doctor of pharmacy students' knowledge. Active learning strategies enhanced student competency and were positively received.
Area of Science:
- Pharmacy Education
- Critical Care Medicine
Background:
- Accelerated doctor of pharmacy (PharmD) programs require focused curriculum development.
- Specialized critical care training is essential for pharmacy students.
Purpose of the Study:
- To design and implement a critical care elective for second-year PharmD students.
- To assess the effectiveness of this elective on student competency.
Main Methods:
- Developed an elective course utilizing active learning techniques.
- Incorporated cooperative learning and group presentations on critical care topics.
- Evaluated student performance through pre- and post-course competency assessments.
Main Results:
- Students demonstrated an 11% improvement in critical care competency scores (p < 0.05).
- Active learning strategies were employed effectively in course delivery.
- Student feedback and course evaluations were overwhelmingly positive.
Conclusions:
- The critical care elective course significantly enhanced student competency.
- Active learning approaches are effective in critical care pharmacy education.
- The course was well-received by doctor of pharmacy students.
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