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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Lessons learned from a formative study evaluating student pharmacists' experience with a case-based learning "choose

Sharmon P Osae1, Russ Palmer2, Katie Smith2

  • 1University of Georgia College of Pharmacy, 1000 N Jefferson Street, Albany, GA 31701, United States.

Currents in Pharmacy Teaching & Learning
|July 9, 2022
PubMed
Summary

This study explored student pharmacists' experiences with a case-based learning "Choose Your Own Adventure" (CBL-CYOA) activity. Methodological limitations impacted results, highlighting the need for improved study design in pharmacy education research.

Keywords:
Case-based learningCognitive apprenticeshipPharmacy educationStudent perceptions

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Area of Science:

  • Pharmacy Education
  • Clinical Decision-Making
  • Instructional Design

Background:

  • A case-based learning "Choose Your Own Adventure" (CBL-CYOA) activity was developed to enhance student pharmacists' skills in identifying drug-related problems and managing drug therapy.
  • The activity aimed to foster clinical decision-making abilities within an Applied Pharmacy Practice I course.

Purpose of the Study:

  • To describe student pharmacists' perspectives on the design features of the CBL-CYOA activity.
  • To understand which elements of the activity were perceived as most beneficial for developing clinical decision-making skills.

Main Methods:

  • The study involved student pharmacists participating in the CBL-CYOA activity.
  • Data were collected through surveys and focus groups to gather student experiences.
  • Methodological limitations were identified in both survey and focus group designs.

Main Results:

  • Student pharmacists' experiences with the CBL-CYOA activity were documented.
  • The study identified limitations in the survey and focus group methodologies that affected result interpretation.
  • The usefulness of the results was minimized due to study design limitations.

Conclusions:

  • Formative studies on innovative instructional designs offer insights into real-world application in pharmacy education.
  • Evidence-based refinements for instructional designs can be derived from such studies.
  • Recommendations include improving survey development and employing purposeful sampling for future research.