Dupuis Robert E, Persky Adam M
Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7360, USA.
Am J Pharm Educ. 2008 Apr 15;72(2):29. doi: 10.5688/aj720229.
To assess the redesign of a clinical pharmacokinetics course that incorporated case-based learning to enhance group interaction and individual participation.
The clinical pharmacokinetics course was divided into 3 sections based on content. Section 1 utilized case-based learning with small in-class groups; section 2 used a more traditional style of teaching, and section 3 was taught with case-based learning but using large in-class groups. The case-based learning approach was assessed using examination scores and attitudinal surveys.
Students enjoyed the applied format of case-based learning. Examination scores were higher when case-based learning was used than in historical controls.
Case-based learning allowed class-time to be used for higher levels of learning and assessment instead of the more typical content delivery.
评估临床药代动力学课程的重新设计，该设计纳入了基于案例的学习，以增强小组互动和个人参与度。
临床药代动力学课程根据内容分为3个部分。第1部分采用基于案例的学习，在课堂上进行小组讨论；第2部分采用更传统的教学方式，第3部分采用基于案例的学习，但在课堂上进行大组讨论。通过考试成绩和态度调查对基于案例的学习方法进行评估。
学生们喜欢基于案例的学习的应用形式。使用基于案例的学习时的考试成绩高于历史对照组。
基于案例的学习使课堂时间用于更高层次的学习和评估，而不是更典型的内容讲授。
