Beleh Mustapha, Engels Melanie, Garcia George
University of Michigan College of Pharmacy, Ann Arbor, Michigan.
Am J Pharm Educ. 2015 Feb 17;79(1):13. doi: 10.5688/ajpe79113.
To evaluate the implementation of an integrated medicinal chemistry/pharmacology course sequence and its alignment with a therapeutics series.
Each topic was divided into modules consisting of 2-hour blocks, and the content was integrated and aligned with the therapeutics series. Recitation sessions emphasizing application skills in an interactive environment followed each of three 2-hour blocks. To ensure that students achieved competency in each unit, students failing any unit examination were encouraged to undergo remediation.
Student feedback was collected by an independent researcher through social media and focus groups and relayed anonymously to course directors for midcourse improvements. Responses from surveys, interviews, and student ratings of faculty members and of courses were used to implement changes for future editions of the courses.
The majority of students and faculty members felt the integration and alignment processes were beneficial changes to the curriculum. Elements of the new sequence, including remediation, were viewed positively by students and faculty members as well.
评估整合的药物化学/药理学课程序列的实施情况及其与治疗学系列课程的一致性。
每个主题被分成由2小时课时组成的模块，内容与治疗学系列课程进行整合并保持一致。在三个2小时课时中的每一个之后都有强调互动环境中应用技能的复习课。为确保学生在每个单元都达到能力要求，鼓励未通过任何单元考试的学生进行补考。
由一名独立研究人员通过社交媒体和焦点小组收集学生反馈，并匿名转达给课程主任以便在课程中期进行改进。来自调查、访谈以及学生对教师和课程的评分的反馈被用于对课程的未来版本进行改进。
大多数学生和教师认为整合和一致性过程是课程的有益变革。新序列的各个要素，包括补考，也受到了学生和教师的积极评价。
