Steinhardt Sarah J, Clark John E, Kelly William N, Hill Angela M
University of South Florida College of Pharmacy, Tampa, Florida.
Am J Pharm Educ. 2017 Feb 25;81(1):4. doi: 10.5688/ajpe8114.
To implement active-learning strategies to engage students in learning, applying, and teaching legal and substance abuse topics. Medication Safety course student groups created films on a National Patient Safety Goal (NPSG) using a movie genre and presented them in film festival format. Pharmacogenomics course student groups taught ethical, legal, and social implications (ELSI) topics through presentation of short stories about comic book characters with genetic mutations. Students in the Drugs of Abuse course composed and performed dances depicting the mechanism of action of a drug in an in-class rave dance format. Course evaluations revealed student engagement with subject material and enjoyment of the creative applications, critical thinking, and collaborative aspects of the activities. Students performed well on examination questions and graded assignments. These active-learning strategies facilitated students' abilities to learn, apply, and teach material in medication safety, pharmacogenomics, and substance abuse courses.
实施主动学习策略，让学生参与法律和药物滥用主题的学习、应用和教学。药物安全课程的学生小组使用电影类型制作了关于国家患者安全目标（NPSG）的影片，并以电影节的形式展示。药物基因组学课程的学生小组通过讲述基因突变的漫画人物的短篇故事，教授伦理、法律和社会影响（ELSI）主题。药物滥用课程的学生以课堂狂欢舞蹈的形式编排并表演了描绘药物作用机制的舞蹈。课程评估显示，学生对课程内容的参与度很高，并且喜欢这些活动中的创造性应用、批判性思维和协作环节。学生在考试题目和分级作业中表现良好。这些主动学习策略促进了学生在药物安全、药物基因组学和药物滥用课程中学习、应用和教授相关材料的能力。
