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Implementation and lessons learned from a mock trial as a teaching-learning and assessment activity
Ettie Rosenberg1, Hoai-An Truong2, Shih-Ying Hsu3
1Department of Pharmacy Practice, School of Pharmacy, West Coast University, 590 N. Vermont Avenue, Los Angeles, CA 90004, United States.
Currents in Pharmacy Teaching & Learning
|October 14, 2018
Summary
Mock trials effectively teach evidence-based practice skills in pharmacy education. Students demonstrated strong performance and met competency expectations, highlighting the value of this innovative teaching strategy.
Area of Science:
- Pharmacy Education
- Evidence-Based Practice
- Pedagogy
Background:
- A mock trial activity was implemented in a required evidence-based practice course for first-year pharmacy students.
- This self-directed learning strategy aimed to reinforce evidence-based skills and affective domain competencies.
- The activity aligned with Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes and Accreditation Council for Pharmacy Education (ACPE) Standards 2016.
Purpose of the Study:
- To describe the implementation of a mock trial as a teaching-learning and assessment activity.
- To identify lessons learned from using mock trials in a pharmacy curriculum.
- To evaluate student performance and competency in evidence-based practice through a mock trial format.
Main Methods:
- First-year pharmacy students were divided into teams to research and debate controversial topics in mock trials over two academic years (2015-2016).
- Faculty judges and student jurors evaluated trial performance based on eight criteria, including content knowledge, critical thinking, and application of law.
- Statistical analysis included inter-rater reliability (IRR) for faculty judges and student jurors, and peer evaluations.
Main Results:
- Students met competency expectations, with overall mean scores from faculty judges and student jurors exceeding 85% in both years.
- Peer evaluation mean scores were consistently high, above 55/60 points.
- Inter-rater reliability was good to excellent for faculty judges and good for student jurors in most trials.
Conclusions:
- The mock trial is an effective pedagogical tool for enhancing evidence-based practice skills in pharmacy students.
- Evaluation scores confirm that students successfully applied knowledge and met competency expectations through this activity.
- Lessons learned from implementation can inform future use of similar innovative teaching strategies in pharmacy education.
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