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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Improved learning experience with modified case studies courses in a pharmacy curriculum.

Jiehyun Lee1, Sonia A Thomas1, Drew W Cates1

  • 1Philadelphia College of Osteopathic Medicine - Georgia, School of Pharmacy, 625 Old Peachtree Road NW, Suwanee, GA 30024, United States.

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Summary

Pharmacy case studies (CS) courses were enhanced with active learning strategies. Students reported improved learning experiences with new CS course designs, though faculty noted increased workload.

Keywords:
Active learningCase studiesCase-based learningSmall group discussion

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Area of Science:

  • Pharmacy education
  • Medical education research

Background:

  • Pharmacy programs utilize case studies (CS) courses, but implementation standards vary.
  • Understanding CS course modifications can identify and mitigate barriers for other institutions.

Purpose of the Study:

  • To describe the implementation of changes in pharmacy CS courses.
  • To evaluate the impact of these changes on student learning experiences.

Main Methods:

  • Faculty revised CS courses focusing on small group discussions, faculty availability, student-to-faculty ratio, feedback, and active learning.
  • Student and faculty surveys assessed the impact of the revised CS course design.

Main Results:

  • Most students preferred objective SOAP note rubrics, small group discussions, and faculty-facilitated case reviews.
  • Consistent faculty availability enhanced the student learning experience.
  • Faculty reported increased workload and challenges with new topics.

Conclusions:

  • The revised CS course design significantly improved the learning experience for pharmacy students.
  • Active learning strategies and structured feedback are key to effective CS course implementation.