Persky Adam M, Dupuis Robert E
University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.
Am J Pharm Educ. 2014 Dec 15;78(10):190. doi: 10.5688/ajpe7810190.
To assess the impact on student performance of increased active learning strategies in a foundational pharmacokinetics course and a clinical pharmacokinetics course over an 8-year period.
A foundational pharmacokinetics course with a lecture-with-active-learning (LAL) format was redesigned to a recitation-format (REC) using smaller groups of students (ie, the class divided into thirds) and eventually to a team-based learning (TBL) format. The lecture-based clinical pharmacokinetics course was redesigned to a case-based learning (CBL) format to encourage preclass preparation with class time used for application; this course format underwent minor redesigns over an 8-year period. An analysis of covariance (ANCOVA) was performed on examination scores in the clinical course based on foundational course format changes. End-of-semester student evaluations of the course were used as a secondary measure of impact.
The highest grades in the clinical course were associated with the TBL format within the foundational course compared to LAL format (effect size 0.78). The REC format in the foundational course compared to LAL was associated with higher performance in the clinical course (effect size 0.50). Examination performance in the clinical course had a small increase when the foundational course was transitioned from the REC format to the TBL format (effect size 0.27). There was a trend within the foundational course that overall student ratings of the course decreased with enhanced self-directed learning; there was no change in overall ratings of the clinical course.
Increasing the amount of active learning within the foundational pharmacokinetics course increases performance in the clinical course but this increase in performance may be associated with decreases in student evaluations of the foundational course.
评估在8年时间里，基础药代动力学课程和临床药代动力学课程中增加主动学习策略对学生成绩的影响。
将采用讲授与主动学习（LAL）形式的基础药代动力学课程重新设计为背诵形式（REC），将学生分成较小的小组（即班级分成三分之一），最终改为基于团队的学习（TBL）形式。以讲座为主的临床药代动力学课程被重新设计为基于案例的学习（CBL）形式，以鼓励课前预习，课堂时间用于应用；在8年时间里，这种课程形式进行了一些小的重新设计。基于基础课程形式的变化，对临床课程的考试成绩进行了协方差分析（ANCOVA）。学期末学生对课程的评价被用作影响的次要衡量标准。
与LAL形式相比，基础课程中采用TBL形式时临床课程的最高成绩相关（效应量为0.78）。与LAL相比，基础课程中的REC形式与临床课程中的较高成绩相关（效应量为0.50）。当基础课程从REC形式转变为TBL形式时，临床课程的考试成绩略有提高（效应量为0.27）。基础课程中有一个趋势，即随着自主学习的加强，学生对课程的总体评价下降；临床课程的总体评价没有变化。
在基础药代动力学课程中增加主动学习的量可提高临床课程的成绩，但成绩的提高可能与学生对基础课程评价的下降有关。
