Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts.
Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia.
Am J Pharm Educ. 2019 Jun;83(5):6782. doi: 10.5688/ajpe6782.
To incorporate active-learning sessions into a lecture-based pharmacology course, assess the impact on student learning and attitudes, and address commonly perceived barriers to implementing active learning. Prior to the redesign, the course met twice a week for 75 minutes. As part of the redesign, the two weekly lecture sessions were reduced to 50 minutes each. Additionally, students were assigned to one of three sections that met separately once a week for a 50-minute recitation session in which they applied course concepts to cases, problems, and situations. Data from the two years before the redesign and two years after it were assessed. Students' average course grade increased 2.5% after the redesign. Average ratings of the course and instructor on student evaluations each increased significantly (around 0.3 points on a 5-point scale). Student knowledge and performance in a pharmacology course increased when a portion of the time previously devoted to lecture was replaced with an active-learning session. This experience can serve as a blueprint for how to convert a lecture-only course into a hybrid lecture and recitation model.
为了在基于讲座的药理学课程中融入主动学习环节，评估其对学生学习和态度的影响，并解决普遍存在的实施主动学习的障碍。在重新设计之前，该课程每周上两次课，每次 75 分钟。作为重新设计的一部分，每周的两个讲座环节减少到每个环节 50 分钟。此外，学生被分配到三个部分中的一个，每周单独上一次 50 分钟的背诵课，在这节课上，他们将课程概念应用于案例、问题和情境。对重新设计前两年和后两年的数据进行了评估。重新设计后，学生的平均课程成绩提高了 2.5%。学生对课程和教师的评价平均分都显著提高（在五分制中提高了约 0.3 分）。当部分原本用于讲座的时间被主动学习环节取代时，学生在药理学课程中的知识和表现得到了提高。这种经验可以作为如何将仅讲座的课程转变为混合讲座和背诵模式的蓝图。
