Touro College of Pharmacy, New York, NY 10027, USA.
Am J Pharm Educ. 2012 Jun 18;76(5):87. doi: 10.5688/ajpe76587.
To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies.
Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise.
Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills.
An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.
描述一门采用主动学习策略的传染病高级选修课程的开发、实施和评估。
通过微型讲座、期刊俱乐部和辩论以及后续讨论，融入了主动学习的教学法。共有 48 名学生参加了这门为期 4 周的选修课程，其中 30%的课程时间用于开展主动学习活动。所有活动都从根本上设计为一个逐步的方法，以补充每个主动学习活动。
采用 5 点李克特量表调查工具评估课程学习目标的实现情况。学生对抗菌药物耐药性的重要性的认识得到了提高（p≤0.05）。通过这些主动学习活动，学生批判性评估传染病文献及其在知情临床判断中的应用的能力也得到了提高（p≤0.05）。学生们一致认为主动学习应该成为药学课程的一部分，并且主动学习活动提高了他们的批判性思维、文献评估和自主学习技能。
采用主动学习策略的选修课程使学生能够将从传染病文献评估、批判性思维和知情临床判断中获得的信息结合起来。这种混合方法最终增加了学生对传染病的知识和认识。
