Computer-assisted learning lessons in drug disposition and pharmacokinetics.

Area of Science:

• Pharmacology and Pharmaceutical Sciences
• Educational Technology

Background:

• Traditional teaching methods in drug disposition may not fully engage students.
• Developing effective computer-assisted learning (C.A.L.) requires careful consideration of content, delivery, and student interaction.

Purpose of the Study:

• To develop and evaluate a suite of 18 C.A.L. lessons on drug disposition, pharmacokinetics, and related concepts.
• To assess the usefulness of a programmerless authoring system for creating C.A.L. content.
• To understand student perceptions of C.A.L. features and their integration into the curriculum.

Main Methods:

• Development of 18 C.A.L. lessons using programmerless authoring tools (PLATO ATM, Microtext) for IBM-PC and BBC microcomputers.
• Multi-stage evaluation involving staff assessment of the authoring system and lessons.
• Student questionnaires assessing desired C.A.L. features, lesson quality, comparison to other teaching methods, and curriculum integration.

Main Results:

• The programmerless authoring system enabled focus on lesson content.
• Students appreciated self-paced learning and active engagement offered by C.A.L.
• C.A.L. lessons were rated favorably against private reading and lectures, but less so than practical work and tutorials.
• Effective curriculum integration was identified as a key factor for C.A.L. success.

Conclusions:

• Computer-assisted learning (C.A.L.) can effectively supplement traditional education in drug disposition.
• Student-centered features like self-pacing and active learning enhance C.A.L. effectiveness.
• Strategic integration of C.A.L. into the curriculum is essential for maximizing its educational impact.