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Small-team active learning in an integrated pharmacokinetics course series
Curtis E Jones1, S Craig Dyar, Andrea L McKeever
1School of Pharmacy, South University, Savannah, GA, USA.
Objectives:
To implement a pharmacokinetics curriculum that used small-team active learning and assess students' perceptions.
Design:
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.
Assessment:
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.
Conclusions:
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.
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