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Implementing 5 evidence-based learning principles into the pharmacy law course.

Rachel E Barenie1, Caroline Paul1, Ally Stanford1

  • 1University of Tennessee Health Science Center, College of Pharmacy, Memphis, TN, United States of America.

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Summary
This summary is machine-generated.

Pharmacy law courses can improve student success on the Multistate Pharmacy Jurisprudence Exam (MPJE) by incorporating evidence-based learning strategies like practice testing and distributed practice. Implementing these methods can enhance student performance and preparedness for licensure.

Keywords:
Evidence-based teachingPharmacy law

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Area of Science:

  • Pharmacy Education
  • Learning Science

Background:

  • Pharmacists must pass the Multistate Pharmacy Jurisprudence Exam (MPJE) for licensure.
  • Pharmacy law course performance is a key predictor of MPJE success.
  • Significant variation exists in pharmacy law course structure and delivery.

Purpose of the Study:

  • To translate evidence-based learning principles into actionable strategies for pharmacy law educators.
  • To provide specific examples for implementing these strategies in pharmacy law courses.
  • To support student success on the MPJE.

Main Methods:

  • Identification of five evidence-based learning strategies: practice testing, distributed practice, interleaved practice, self-explanation, and interrogative elaboration.
  • Translation of these principles into practical applications for pharmacy law educators.
  • Development of specific examples for implementation.

Main Results:

  • The study outlines five evidence-based learning principles applicable to pharmacy law education.
  • Practical examples are provided for educators to integrate these strategies.
  • The findings suggest a framework for enhancing student learning outcomes.

Conclusions:

  • Implementing evidence-based teaching strategies in pharmacy law courses can enhance student preparedness for the MPJE.
  • Educators are encouraged to adopt these strategies to improve student success.
  • This approach offers a structured method to optimize pharmacy law curriculum.