Correlation between active-learning coursework and student retention of core content during advanced pharmacy...

Area of Science:

• Pharmacy Education
• Pharmacotherapy Pedagogy

Background:

• Traditional lecture-based methods may not optimize long-term retention of complex pharmacotherapy content.
• Exploring innovative teaching strategies is crucial for enhancing student learning outcomes in pharmacy programs.

Purpose of the Study:

• To implement and evaluate an active-learning approach in a doctor of pharmacy (PharmD) pharmacotherapy sequence.
• To assess the impact of active learning on core content retention in the fourth year (P4) of the PharmD program.

Main Methods:

• Transitioned class sessions from slide-based lectures to discussion-based active-learning pedagogy.
• Developed and administered a comprehensive examination to assess student retention of therapeutic topics.

Main Results:

• Students showed significantly higher scores on content taught via active learning (Pharmacotherapy II and III) compared to lecture-based instruction (Pharmacotherapy I).
• Performance was superior in areas utilizing discussion-based methodology versus lecture-based slide presentations.

Conclusions:

• Active learning strategies enhance the retention of core pharmacotherapy content more effectively than traditional lectures.
• Discussion-based teaching methodologies in pharmacotherapy courses lead to improved student performance and knowledge retention.