Bowman Bill J, Aphaisuwan Hillary
Midwestern University College of Pharmacy - Glendale, 19555 North 59th Avenue, Glendale, AZ 85308, United States.
Curr Pharm Teach Learn. 2018 Apr;10(4):473-485. doi: 10.1016/j.cptl.2017.12.011. Epub 2018 Jan 8.
To describe the design of an integrated pharmaceutics course sequence and to assess the sequence by evaluating both student performance and perceptions.
The non-sterile products portion of a pharmaceutics course sequence was designed to integrate the disciplines of physical pharmacy, dosage forms, pharmacy compounding, and pharmaceutical calculations and to include the respective topics deemed most relevant to doctor of pharmacy curriculum. The appropriate course content was organized in a modular format that began with the general concepts of drug product administration, preparation, stability, and performance and then specifically applied these concepts to a variety of non-sterile dosage forms.
Student performance was assessed through several cumulative exams and lab practicals. Mean performance on these assessments was at a level generally considered to be adequate within the study institution. However, students performed better on the assessments having a lesser emphasis on physical pharmacy (p < 0.05) and a greater focus on basic skill development (p < 0.05). Student perceptions were evaluated using a survey instrument that had a useable response rate of 93%. Each course design element was utilized by a majority of respondents and was generally perceived as being beneficial to student learning.
The collected data indicate that the integrated course design facilitated the learning of applicable pharmaceutics-related topics and support the use of a number of different design elements. In addition, this study provides valuable insights for others providing professional-level pharmaceutics-related education and has helped guide our own course improvement efforts.
描述一门综合药剂学课程序列的设计，并通过评估学生表现和看法来评价该序列。
药剂学课程序列中的非无菌产品部分旨在整合物理药剂学、剂型、药物配制和药物计算等学科，并纳入与药学博士课程最相关的各个主题。适当的课程内容以模块化形式组织，从药品给药、制备、稳定性和性能的一般概念开始，然后将这些概念具体应用于各种非无菌剂型。
通过几次累积考试和实验实践来评估学生表现。这些评估的平均表现水平在研究机构内通常被认为是足够的。然而，学生在对物理药剂学强调较少（p < 0.05）且更注重基本技能发展（p < 0.05）的评估中表现更好。使用一份调查问卷来评估学生的看法，该问卷的有效回复率为93%。大多数受访者都利用了每个课程设计元素，并且普遍认为这些元素对学生学习有益。
收集到的数据表明，综合课程设计促进了与药剂学相关适用主题的学习，并支持使用多种不同的设计元素。此外，本研究为其他提供专业水平药剂学相关教育的人提供了有价值的见解，并有助于指导我们自己的课程改进工作。
