Arien-Zakay Hadar
The Faculty of Medicine, School of Pharmacy, Institute for Drug Research, The Hebrew University of Jerusalem, Jerusalem, Israel.
Front Pharmacol. 2024 Feb 22;15:1361415. doi: 10.3389/fphar.2024.1361415. eCollection 2024.
Pharmacological education is crucial for healthcare professionals to safely manage medications and reduce errors. Traditional lecture-based learning (LBL) often struggles to address this complexity, whereas newer methods, such as flipped classrooms and problem-based learning, yield mixed results, particularly in pre-clinical contexts, owing to students' limited experience. Our nursing pharmacology course under LBL recorded a high failure rate of 37.8% and marginal passing scores across five cohorts ( = 849 students). An analysis using Bloom's taxonomy revealed significant gaps in higher-order cognitive skills. As a remedy, the course was transformed into a novel blended learning format that integrated question-based learning (QBL) to enhance critical thinking across all cognitive levels. This model blends asynchronous and synchronous learning, is tailored to individual needs in large classes, and fosters continuous, student-centric learning. The redesign markedly decreased the failure rate by approximately 2.8-fold and increased the average grade by 11.8 points among 426 students. It notably improved the pass rates in advanced cognitive categories, such as "Evaluate" and "Create" by 19.0% and 24.2%, respectively. Additionally, the blended course showed increased student engagement, reflecting a dynamic and effective learning environment that significantly elevated participation and academic outcomes at all cognitive levels. This study demonstrated the profound impact of blended learning in pharmacology. By integrating QBL with various teaching methods, it surpasses traditional lecture-based limitations, enhancing engagement and understanding of complex topics by nursing students. Notable improvements in foundational and advanced learning suggest its broader application in health professionals' education, effectively equipping students for clinical pharmacology challenges.
药理学教育对于医疗保健专业人员安全管理药物和减少错误至关重要。传统的基于讲座的学习（LBL）往往难以应对这种复杂性，而诸如翻转课堂和基于问题的学习等新方法则产生了参差不齐的结果，尤其是在临床前阶段，因为学生经验有限。我们基于LBL的护理药理学课程在五个班级（共849名学生）中记录了37.8%的高不及格率和勉强及格的分数。使用布鲁姆分类法进行的分析显示，高阶认知技能存在显著差距。作为补救措施，该课程转变为一种新颖的混合学习形式，整合了基于问题的学习（QBL），以提高所有认知水平的批判性思维。这种模式融合了异步和同步学习，针对大班中的个体需求进行量身定制，并促进以学生为中心的持续学习。重新设计显著降低了不及格率，约为原来的2.8倍，并使426名学生的平均成绩提高了11.8分。它尤其将“评估”和“创造”等高级认知类别的及格率分别提高了19.0%和24.2%。此外，混合课程显示学生参与度有所提高，反映出一个动态且有效的学习环境，在所有认知水平上显著提高了参与度和学业成绩。这项研究证明了混合学习在药理学中的深远影响。通过将QBL与各种教学方法相结合，它超越了传统基于讲座的局限性，增强了护理专业学生对复杂主题的参与度和理解。基础学习和高级学习方面的显著改进表明其在卫生专业人员教育中的更广泛应用，有效地使学生为临床药理学挑战做好准备。
