Persky Adam M
Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, The University of North Carolina, Chapel Hill, NC 27599-7360, USA.
Am J Pharm Educ. 2008 Apr 15;72(2):36. doi: 10.5688/aj720236.
To integrate a series of educational strategies ranging from content delivery to assessment, including a change in philosophy regarding the use of in-class time, to enhance learning of pharmacokinetics.
Several approaches were taken to develop a significant learning experience in the basic and clinical pharmacokinetics courses including games, a piloted multimedia module to offset content delivery and free-up class time, reflective writing, and an immediate feedback assessment. Games, a multimedia module, reflective writing assignments, and other innovative learning tools were incorporated into pharmacokinetics courses, as well as an assessment tool to provide immediate feedback.
Median examination scores did not improve following the incorporation of the teaching innovations; however, based on survey results, student satisfaction increased.
Already high median examination scores (>90% from historical controls) did not improve; however, the effectiveness of the innovations implemented, which included deep learning and critical thinking and communication skills, may be more accurately measured over the long term, eg, in performance in advanced pharmacy practice experiences.
整合一系列从内容传授到评估的教育策略，包括改变对课堂时间使用的理念，以加强药代动力学的学习。
采取了多种方法在基础和临床药代动力学课程中打造重要的学习体验，包括游戏、一个经试点的多媒体模块以补充内容传授并腾出课堂时间、反思性写作以及即时反馈评估。游戏、多媒体模块、反思性写作作业及其他创新学习工具被纳入药代动力学课程，还有一个提供即时反馈的评估工具。
纳入教学创新措施后，考试中位数成绩并未提高；然而，根据调查结果，学生满意度有所提高。
原本就较高的考试中位数成绩（历史对照数据显示>90%）并未得到改善；然而，所实施创新措施的有效性，包括深度学习以及批判性思维和沟通技能，可能需要长期更准确地衡量，例如在高级药学实践经验中的表现。
