Improving the use of integrated instructional methods in pharmacotherapeutics courses


Eric Boyce: 0000-0002-5447-9016

Document Type


Conference Title/Conference Publication

American Association of Colleges of Pharmacy


Toronto, Ontario, Canada

Conference Dates

July 8-11, 2001

Date of Presentation



Objectives: This report describes the use of assessment data to improve teaching methods in pharmacotherapeutics courses. Methods: Pharmacy students and faculty have assessed a 24-credit, third-year, pharmacotherapeutics-disease course series every semester for 5 years. Data from surveys, focus groups and discussions have been used to continually improve the use and integration of instructional methods and topics in the lecture, laboratory, and case studies components of the course series. Results: Students have responded well to the integration of the instructional methods and topics in these courses. Lecture is effective in delivering large amounts of information, but in-class case discussions led by faculty and pharmacy rounds (in-depth topic reviews for extra credit) led by students are now fully integrated into the lecture components as a result of assessment data. The schedule of topics has been rearranged to increase introductory, fundamental and less complex topics early in the course series. The integration of numerous instructional methods and coordination with lecture is perceived to enhance knowledge and skill development (problem solving, critical thinking, communication, information retrieval, etc.) in the laboratory and the case studies components. Faculty workshops and one-on-one sessions have been utilized to enhance course delivery, grading consistency, and examination writing skills. Implications: Student and faculty have provided very useful insights into the design and delivery of these courses.

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