Active methodology and blended learning: An experience in pharmaceutical care

Area of Science:

• Pharmacy Education
• Educational Methodologies

Background:

• Blended learning models are increasingly adopted in higher education.
• Active learning strategies can enhance student engagement and knowledge retention.

Purpose of the Study:

• To analyze the implementation of active methodology within a blended learning framework.
• To evaluate its impact on teaching-learning processes in Pharmaceutical Care I and II courses.

Main Methods:

• Quasi-experimental, prospective, comparative study design with pre/posttest assessments.
• Intervention involved Pharmaceutical Care classes utilizing active methodology in a blended format.
• Cognitive domain assessment based on Bloom's taxonomy (remember/understand, apply/analyze, evaluate/create).

Main Results:

• Significant improvement in student performance observed in post-intervention tests across all cognitive levels.
• The study involved 133 undergraduate pharmacy students.
• This is the first study to investigate Pharmaceutical Care within a Blended Learning context using this methodology.

Conclusions:

• Active methodology in a blended learning approach positively impacts student performance in Pharmaceutical Care courses.
• Diagnostic and summative assessments confirmed enhanced cognitive domain achievement.
• The findings support the integration of active learning strategies in pharmacy curricula.