Pacific University Oregon School of Pharmacy, Hillsboro, OR, USA.
Am J Pharm Educ. 2010 Apr 12;74(3):48. doi: 10.5688/aj740348.
To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills.
The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses.
Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts.
The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors.
通过促进主动学习、自主学习技能和批判性思维技能，评估将药学实践经验与药物科学主题整合的计划对学生的影响。
“学习之桥”课程项目旨在更好地将药学专业一年级（P1）学生在药物科学课程中学到的知识融入到他们的药学实践经验中。四个“学习之桥”作业要求学生与他们的导师互动，并回答与他们的理论课程中同时涵盖的药物科学材料相关的问题。
对学生和导师进行了调查，以衡量“学习之桥”过程的有效性。反馈表明，“学习之桥”促进了学生与导师的互动，以及主动学习、自主学习和批判性思维技能的发展。学生还表示，“学习之桥”作业增加了他们对药物信息的学习、理解以及对包装插页中相关数据的理解。
“学习之桥”过程整合了课程的理论和实践部分，增强了学生在这两个领域的学习，并为学生提供了更多与导师互动的教育机会。
