Implementing a strategy for promoting long-term meaningful learning in a pharmacokinetics course

Area of Science:

• Pharmacokinetics Education
• Instructional Design
• Learning Science

Background:

• Authentic instruction and assessment are crucial for effective learning in professional programs.
• Pharmacokinetics (PK) courses present unique challenges for student comprehension and knowledge retention.

Purpose of the Study:

• To describe the evolution and effectiveness of instructional strategies aimed at enhancing authenticity in a PK course over seven years.
• To analyze the impact of these strategies on student performance in PK.

Main Methods:

• A seven-year study (2011-2017) involving iterative modifications to PK course lectures, workshops, and examinations.
• Statistical comparison of final examination scores across three distinct phases of instructional strategy implementation.
• Introduction of post-workshop quizzes with corrective feedback and retrieval practice in the final phase.

Main Results:

• Initial modifications to increase assessment authenticity led to a decrease in average exam scores (84.6% to 80.3%).
• Subsequent implementation of retrieval practice and corrective feedback via post-workshop quizzes resulted in a significant increase in average exam scores (85.9%).
• The final phase scores were significantly higher than the second phase and comparable to baseline scores.

Conclusions:

• Evidence-based strategies including authentic learning, retrieval practice, and corrective feedback are associated with improved student performance in pharmacokinetics.
• These pedagogical approaches hold potential for enhancing learning outcomes in other demanding professional program courses.