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Collaborative development of a longitudinal patient case in a team-taught introductory pharmacotherapy module.

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Abstract:

Intent: In 2004, the 4-semester Pharmacotherapy (PT) Course was modified into a disease-based modular format. Student feedback from the initial offering of the introductory module, Principles of PT, indicated the module was disconnected and there was difficulty in understanding the topic relevance in the context of patient care. To address these concerns, course faculty designed an integrated, longitudinal, adaptable patient case to be used by each of the modular faculty.

Process: The longitudinal case was introduced during the summer 2005 course offering. Module faculty were requested to make any necessary changes to ensure legitimacy during the teaching of their topic. Feedback forms were distributed to enrolled students (n=46) at the end of the course. Questions were designed to collect opinions on the modular format, longitudinal case, and suggestions for change.

Outcomes: Feedback forms were collected from 76% of enrolled students. The course materials and format were identified as the most desirable course characteristic (46%). Approximately half of the students (49%) indicated that the longitudinal case aided in the understanding of course content and 31% said it did not (20% did not respond). The great majority (83%) of students enjoyed the modular format with 6% replying in the converse (11% did not respond).

Implications: The modular format of the course was clearly well-received by students. The use of a longitudinal case may assist students in understanding the relevance of introductory topics. Additional research is warranted in a larger group of students before the utility of the longitudinal case can be determined.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p119141_index.html
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MLA Citation:

Stack, Nicole., Zeolla, Mario., Scarpace, Sarah., Brodeur, Michael. and Grabe, Darren. "Collaborative development of a longitudinal patient case in a team-taught introductory pharmacotherapy module." 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/p119141_index.html>

APA Citation:

Stack, N. M., Zeolla, M. , Scarpace, S. L., Brodeur, M. and Grabe, D. W. , 2006-07-05 "Collaborative development of a longitudinal patient case in a team-taught introductory pharmacotherapy module." 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/p119141_index.html

Publication Type: Abstract
Abstract: Intent: In 2004, the 4-semester Pharmacotherapy (PT) Course was modified into a disease-based modular format. Student feedback from the initial offering of the introductory module, Principles of PT, indicated the module was disconnected and there was difficulty in understanding the topic relevance in the context of patient care. To address these concerns, course faculty designed an integrated, longitudinal, adaptable patient case to be used by each of the modular faculty.

Process: The longitudinal case was introduced during the summer 2005 course offering. Module faculty were requested to make any necessary changes to ensure legitimacy during the teaching of their topic. Feedback forms were distributed to enrolled students (n=46) at the end of the course. Questions were designed to collect opinions on the modular format, longitudinal case, and suggestions for change.

Outcomes: Feedback forms were collected from 76% of enrolled students. The course materials and format were identified as the most desirable course characteristic (46%). Approximately half of the students (49%) indicated that the longitudinal case aided in the understanding of course content and 31% said it did not (20% did not respond). The great majority (83%) of students enjoyed the modular format with 6% replying in the converse (11% did not respond).

Implications: The modular format of the course was clearly well-received by students. The use of a longitudinal case may assist students in understanding the relevance of introductory topics. Additional research is warranted in a larger group of students before the utility of the longitudinal case can be determined.

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