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An Incremental Approach to Incorporating Case-based Learning into Pharmacy Curricula

Robert S. Kidd, Mark S. Johnson, Douglas L. Smith, Evan T. Robison, David W. Newton

Abstract

This novel course sequence utilizes an incremental approach to incorporate student-centered, case-based learning in a pharmacy curriculum. This 3-course sequence is horizontally integrated with an 11-course, integrated pharmacotherapeutics lecture sequence. The incremental design of this case-based course sequence follows an apprenticeship model of medical education of “see one, do one, teach one.” The first course, “see one,” introduces the entire class to pharmaceutical problem solving by examples from a faculty practitioner. The second course, “do one,” utilizes a classical, small group (5–7 students) case-based learning model to develop students’ knowledge and advance their approach to pharmaceutical problems. The final course in the sequence, “teach one,” facilitates the development of students into self-reliant practitioners by having them complete and present cases individually. This incremental approach takes advantage of the positive attributes of case-based learning while minimizing the negative attributes.

 


Keywords

Curriculum; Case-based; Problem-based; ICare lab


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