Brown K Paige, Raccor Brianne S, Hilgers Rob H, Breivogel Chris S
Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC 27506, United States.
Department of Pharmaceutical Sciences, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC 27506, United States.
Curr Pharm Teach Learn. 2019 Mar;11(3):270-276. doi: 10.1016/j.cptl.2018.12.009. Epub 2018 Dec 27.
To help students develop a more integrated mindset, an integrated curricular model can facilitate the building of connections between the foundational and clinical sciences by presenting multi-disciplinary material within a cohesive framework in a single course. The main objective of this research was to assess the impact of interdisciplinary teaching on student performance in a skills course.
A case study was presented and questions were embedded through an audience response system. Each of three groups of students (approximately 32 students per group) were divided into teams, and the scores were shown periodically to produce an atmosphere of friendly competition. The entire exercise lasted approximately 50 min.
Students found the pharmaceutical science and pharmacy practice faculty collaboration helpful in regards to reviewing for integrated exams. Student pharmacists were asked to provide one positive aspect of the course and one area for improvement. Twenty-two of 96 responders indicated that the integrated class session was the highlight of the course. Student pharmacists noted that they were able to recognize the integration between the basic and applied sciences. Students clearly favored this learning style over the didactic approach, as evidenced by the feedback. In the future, we plan to implement longer integrated cases more frequently to train future pharmacists as critical and integrative thinkers.
This integrated case study appeared to be effective in helping student pharmacists apply knowledge of various basic science disciplines to the applied sciences.
为帮助学生培养更综合的思维模式，一种综合课程模式可通过在一门课程的连贯框架内呈现多学科材料，促进基础科学与临床科学之间建立联系。本研究的主要目的是评估跨学科教学对技能课程中学生表现的影响。
呈现了一个案例研究，并通过观众反应系统嵌入问题。三组学生（每组约32名学生）各自分组，分数会定期显示以营造友好竞争的氛围。整个活动持续约50分钟。
学生们发现药学科学与药学实践教师的合作有助于综合考试复习。学生药剂师被要求提供课程的一个积极方面和一个改进领域。96名受访者中有22人表示综合课程环节是课程的亮点。学生药剂师指出他们能够认识到基础科学与应用科学之间的整合。反馈表明，学生显然更喜欢这种学习方式而非说教式方法。未来，我们计划更频繁地实施更长的综合案例，以将未来的药剂师培养成批判性和综合性思维者。
这个综合案例研究似乎有效地帮助学生药剂师将各种基础科学学科的知识应用于应用科学。
