A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

Area of Science:

• Pharmacology Education
• Pharmacy Curriculum Development

Background:

• Long-term retention of complex pharmacological knowledge, such as antimicrobial spectrum of activity, remains a challenge for pharmacy students.
• Traditional lecture-based methods may not adequately promote durable knowledge acquisition.

Purpose of the Study:

• To develop and evaluate instructional strategies for enhancing long-term recall of antimicrobial pharmacology concepts.
• To specifically improve students' understanding of antimicrobial spectrum of activity.

Main Methods:

• Implemented an active-learning approach in a required antimicrobial pharmacology course.
• Utilized pre-class readings, in-class concept reviews, and active-learning exercises, including a novel "flower diagram" schematic.
• Assessed knowledge retention via a multiple-choice examination administered approximately 10 weeks post-instruction.

Main Results:

• Students demonstrated modestly higher scores on knowledge retention tests when content was delivered via active learning (75.3%) compared to traditional lecture (70.4%).
• The active-learning approach and "flower diagrams" were highly rated by students, with mean instructor ratings between 4.5-4.8 out of 5.
• Qualitative feedback indicated positive student reception of the active-learning strategies.

Conclusions:

• Active learning strategies can lead to improved long-term retention of pharmacology knowledge in pharmacy students.
• The "flower diagram" method shows promise as an effective tool for teaching antimicrobial spectrum of activity.
• Student engagement and satisfaction are high with active-learning pedagogical approaches.