Vincent Ashley H, Weber Zachary A
College of Pharmacy, Purdue University, Indianapolis, Indiana.
Am J Pharm Educ. 2014 Dec 15;78(10):183. doi: 10.5688/ajpe7810183.
To design and evaluate a doctor of pharmacy course exploring disease states commonly encountered in ambulatory care, while applying literature to clinical practice and promoting a continual learning mindset.
This elective incorporated a learner-centered teaching approach. Each week, 2 groups of students were assigned a clinical trial to present to their peers. The focus was on clinical application and impact, rather than literature evaluation. A social networking group on Facebook was used to expose students to pharmacy information outside the classroom.
Student grades were determined by multiple activities: presentations, participation and moderation of the Facebook group, class participation, quiz scores, and quiz question development. Course evaluations served as a qualitative assessment of student learning and perceptions, quizzes were the most objective assessment of student learning, and presentation evaluations were the most directed assessment of course goals.
This elective was an innovative approach to teaching ambulatory care that effectively filled a curricular void. Successful attainment of the primary course goals and objectives was demonstrated through course evaluations, surveys, and quiz and presentation scores.
设计并评估一门药学博士课程，该课程探索门诊护理中常见的疾病状态，同时将文献应用于临床实践并培养持续学习的思维模式。
本选修课程采用以学习者为中心的教学方法。每周，两组学生被分配一项临床试验并向同龄人展示。重点在于临床应用和影响，而非文献评估。利用脸书上的社交网络群组让学生接触课堂之外的药学信息。
学生成绩由多项活动决定：展示、脸书群组的参与和管理、课堂参与、测验成绩以及测验问题编写。课程评估作为对学生学习和看法的定性评估，测验是对学生学习最客观的评估，展示评估则是对课程目标最具针对性的评估。
本选修课程是一种创新的门诊护理教学方法，有效填补了课程空白。通过课程评估、调查以及测验和展示成绩证明了主要课程目标的成功达成。
