Citation

Enhancing interdisciplinary collaboration and student learning in an oncology module through integrated lecturing

Abstract | Word Stems | Keywords | Association | Citation | Get this Document | Similar Titles



Abstract:

Objectives:
To describe the reasoning, process and assessment behind developing a fully integrated oncology course within a two year collaborative pharmacotherapy course.

Process:

At Wilkes University, a 2-year, integrated course was developed, combining pathophysiology, pharmacology, medicinal chemistry, and therapeutics courses and utilizing a sequential approach to lecture delivery. Organized largely by disease state and divided into 12 modules, both clinical and basic science faculty share teaching and administrative responsibilities and both are present in every lecture. Within a module, separate lectures on specific disease states are presented starting with pathophysiology and followed by lectures in medicinal chemistry, pharmacology, and therapeutics.

The oncology module within Pharmacotherapeutics was recently reorganized utilizing an integrated lecture approach to further enhance interdisciplinary collaboration and student learning. A series of 10 integrated lectures were developed, each containing complete information on the pathophysiology, medicinal chemistry, pharmacology, and therapeutics of a specific cancer. This method of organizing and delivering lectures: facilitates genuine and collaborative in-class dialogues between the clinical/basic science faculties; allows students to grasp the relationship between the respective disciplines and its relevance to patient care; teaches students that different faculty viewpoints regarding similar subject material is complementary, rather than contradictory.

StudentsÂ’ satisfaction with this model was evaluated using a Likert-based, 7-question survey that assessed the overall module design, faculty collaboration, and lecture integration.

Implications:
Preliminary survey results suggest a high level of student satisfaction. In order to fully determine the utility of this model, student learning and retention of material will need to be assessed.
Convention
Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: American Association of Colleges of Pharmacy
URL:
http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p118936_index.html
Direct Link:
HTML Code:

MLA Citation:

Culhane, James. and Li, Edward. "Enhancing interdisciplinary collaboration and student learning in an oncology module through integrated lecturing" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p118936_index.html>

APA Citation:

Culhane, J. M. and Li, E. , 2006-07-05 "Enhancing interdisciplinary collaboration and student learning in an oncology module through integrated lecturing" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p118936_index.html

Publication Type: Abstract
Abstract: Objectives:
To describe the reasoning, process and assessment behind developing a fully integrated oncology course within a two year collaborative pharmacotherapy course.

Process:

At Wilkes University, a 2-year, integrated course was developed, combining pathophysiology, pharmacology, medicinal chemistry, and therapeutics courses and utilizing a sequential approach to lecture delivery. Organized largely by disease state and divided into 12 modules, both clinical and basic science faculty share teaching and administrative responsibilities and both are present in every lecture. Within a module, separate lectures on specific disease states are presented starting with pathophysiology and followed by lectures in medicinal chemistry, pharmacology, and therapeutics.

The oncology module within Pharmacotherapeutics was recently reorganized utilizing an integrated lecture approach to further enhance interdisciplinary collaboration and student learning. A series of 10 integrated lectures were developed, each containing complete information on the pathophysiology, medicinal chemistry, pharmacology, and therapeutics of a specific cancer. This method of organizing and delivering lectures: facilitates genuine and collaborative in-class dialogues between the clinical/basic science faculties; allows students to grasp the relationship between the respective disciplines and its relevance to patient care; teaches students that different faculty viewpoints regarding similar subject material is complementary, rather than contradictory.

StudentsÂ’ satisfaction with this model was evaluated using a Likert-based, 7-question survey that assessed the overall module design, faculty collaboration, and lecture integration.

Implications:
Preliminary survey results suggest a high level of student satisfaction. In order to fully determine the utility of this model, student learning and retention of material will need to be assessed.

Get this Document:

Find this citation or document at one or all of these locations below. The links below may have the citation or the entire document for free or you may purchase access to the document. Clicking on these links will change the site you're on and empty your shopping cart.

Associated Document Available Access Fee All Academic Inc.


Similar Titles:
International Legal Contexts and State Power: An Event History Analysis of Dispute Escalation at the World Trade Organization

Why Legalize? Understanding U.S. Support for Dispute Resolution Mechanisms in the Canada-United States Free Trade Agreement and the World Trade Organization


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.