Integration of mentored self-directed learning (MSDL) through both group and individual presentations in an...

Area of Science:

• Pharmacy Education
• Medical Education
• Curriculum Development

Background:

• Accelerated modified block curricula present unique challenges for integrating active learning strategies.
• Mentored self-directed learning (MSDL) offers a potential solution for enhancing student engagement and knowledge acquisition.

Purpose of the Study:

• To evaluate the feasibility and logistics of implementing MSDL through group and individual presentations.
• To explore student and faculty perspectives on the incorporation of MSDL within an accelerated pharmacy curriculum.

Main Methods:

• Students engaged in group presentations with didactic content and novel information, followed by individual presentations.
• Surveys assessed student perspectives at multiple points, supplemented by faculty feedback and evaluations.
• The study was conducted within a pharmacotherapy block and a semester-long skill-based course.

Main Results:

• A majority of faculty (78%) found value in both didactic and novel information components of group presentations.
• Most students (73%) successfully utilized MSDL for individual presentations on topics beyond didactic instruction.
• MSDL activities significantly improved student confidence in presentation skills (p < 0.025), with 88% deemed ready for advanced practice presentations.

Conclusions:

• MSDL, integrated through group and individual presentations, is a feasible and valuable pedagogical approach in accelerated pharmacy curricula.
• This learning model effectively prepares students for the demands of Advanced Pharmacy Practice Experiences.