Redesigning a Traditional Lecture to a Case Based Lecture.
This is a summary of an article from American Journal of Pharmaceutical Education 2013; 77 (1) titled Instructional Design and Assessment; Redesign of a Large Lecture Course into a Small Group
Learning Course.
The article is about redesigning of the Pharmacy courses from a lecture format to a flipped classroom design. The aim of the redesigning is to stop students from memorizing information to applying the information they have learned into a practical patient care.
Students were divided into smaller sub groups based on their experience in pharmacy. The grouping was done randomly and the instructor made sure that there is a good combination from each group. The students had to be in their assigned groups until the end of the semester where marks will be awarded for the correct information they have gathered. They were able to communicate with other groups through a 2 – way video.
Students were given a case – based activity related to SCHOLAR – MAC that stands for Symptoms, Characteristics of symptoms, History of symptoms, Onset, Location, Aggravating factors, Medications, Allergies and Conditions. They should create a scenario as a role play, whereby one student will act as a patient and the other student as a pharmacist. The students had to work together with other members of the group and try to come into a conclusion about the problems with the patient. At the end of the semester, each group had to present their findings. The objective of putting these students into groups was to improve their communication skills and interaction between members of the
groups.
At the end of the semester when all the information was gathered, the outcomes were remarkable. A lot of improvements were observed among students when they were divided into these groups. Students were happy with this change in their course. They had the following suggestions:
They emphasized on group assessment instead of quizzes.
They suggested practicing their presentations in front of the class before their final presentation at the end of the semester in order to grasp the material.
Performance on community pharmacy to be implemented for future courses.
Resources:
Ferreri, S., & O'Connor, S. (2013). Redesign of a Large Lecture Course Into a Small-Group Learning Course. American Journal Of Pharmaceutical Education, 77(1), 1-9.
Learning Course.
The article is about redesigning of the Pharmacy courses from a lecture format to a flipped classroom design. The aim of the redesigning is to stop students from memorizing information to applying the information they have learned into a practical patient care.
Students were divided into smaller sub groups based on their experience in pharmacy. The grouping was done randomly and the instructor made sure that there is a good combination from each group. The students had to be in their assigned groups until the end of the semester where marks will be awarded for the correct information they have gathered. They were able to communicate with other groups through a 2 – way video.
Students were given a case – based activity related to SCHOLAR – MAC that stands for Symptoms, Characteristics of symptoms, History of symptoms, Onset, Location, Aggravating factors, Medications, Allergies and Conditions. They should create a scenario as a role play, whereby one student will act as a patient and the other student as a pharmacist. The students had to work together with other members of the group and try to come into a conclusion about the problems with the patient. At the end of the semester, each group had to present their findings. The objective of putting these students into groups was to improve their communication skills and interaction between members of the
groups.
At the end of the semester when all the information was gathered, the outcomes were remarkable. A lot of improvements were observed among students when they were divided into these groups. Students were happy with this change in their course. They had the following suggestions:
They emphasized on group assessment instead of quizzes.
They suggested practicing their presentations in front of the class before their final presentation at the end of the semester in order to grasp the material.
Performance on community pharmacy to be implemented for future courses.
Resources:
Ferreri, S., & O'Connor, S. (2013). Redesign of a Large Lecture Course Into a Small-Group Learning Course. American Journal Of Pharmaceutical Education, 77(1), 1-9.