article/article.tpl

Integrated learning: An EBL approach to pharmaceutical chemistry

Mary Sattenstall, Sally Freeman

Abstract

This paper reports on the evaluation of an enquiry based learning (EBL) module in pharmaceutical chemistry which has been developed for first year pharmacy students. The module aims to encourage integration of knowledge within the multi-disciplinary pharmacy degree, leading to an appreciation of the importance that chemical properties have on the action of medicines. In teams, students selected a therapeutic area and medicines for its management. Following an introductory workshop, the teams completed an information retrieval and analysis exercise. Assessment included a poster or oral presentation, which confirmed, through questioning, that the teams appropriately applied chemical properties of their medicines to broadly rationalise their clinical efficacy. Evaluation by questionnaire showed that the students rated the module as being of relevance to pharmacy. Evaluation and peer assessment provided evidence of the development of key skills, and also showed that networking of teams of first year students from diverse backgrounds had social and academic benefits.


Keywords

EBL, peer assessment, pharmaceutical chemistry, teamwork


Full Text:

PDF

References

Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24, 413-426.

Dyke, P., Jamrozik, K., & Plant, A. J. (2001). A randomized trial of a problem-based learning approach for teaching epidemiology. Academic Medicine, 76(4), 373-379.

Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of enquiry based learning through technology and curriculum design. Journal of the Learning Sciences, 8, 391-450.

Fink, L. D. (2004). Beyond Small Groups: Harnessing the extraordinary power of learning teams. In: Michalsen, L., Knight, A., Fink, D. Team based learning: A transformative use of small groups, Sterling USA, Stylus publishing.

Glasper, E. A. (2001). Child health nurses` perceptions of enquiry based learning. British Journal of Nursing, 10(20), 1343-1349.

Kahn, P., & O‟Rourke, K. (2004) Guide to Curriculum Design: Enquiry-Based Learning. CEEBL, University of Manchester, www.campus.manchester.ac.uk/ceebl/resources/

Kwan, C-Y. (2002). Problem-based learning and teaching of medical pharmacology. Nauyn-Schmiedeberg`s Archives of Pharmacology, 366(1) 10-17.

Lejk, M., & Wyville, M. (2002). Peer assessment of contributions to a group project: Student attitudes to holistic and category based approaches. Assessment & Evaluation in Higher Education, 27, 569-577.

Malcomson, C., & Shaw, J. (2005). The use of self- and peer- contribution assessments within final year pharmaceutics assignment. Pharmacy Education, 5, 169-174.

Ravens, U., Nitsch, I., Hagg, C., & Dobromir, D. (2002). What is a good tutorial from the students‟ point of view? Evaluation of tutorials in a newly established PBL block course “Basics of drug therapy”. Nauyn -Schmiedeberg`s Archives of Pharmacology, 366 (1), 69-76.

Romero, R.M., Eriksen, S.P., & Haworth, I.S. (2004). A decade of teaching pharmaceutics using case studies and problem based learning. American Journal of Pharmaceutical Education, 68 (2), 1-7.

RPSGB. (2002). Report on responses to RPSGB consultation document “Future Pharmacists”.

Rutter, P, (2002). Monash Pharmacy Practice Symposium. New approaches to teaching and learning. The Pharmaceutical Journal, 269, 583.

Shaw, S., Lacey, J., Leighton, B., & Warner, B. (2006). How problem-based learning supports continuing professional development. The Pharmaceutical Journal, 277, 254-255.

Zanolli, M. B., Boshuizen, H. P. A., & De Grave, W. S. (2002). Students' and tutors' perceptions of problems in PBL tutorial groups at a Brazilian Medical School. Education for Health, 15(2), 189-201.


Refbacks

  • There are currently no refbacks.
article/comments.tpl article/footer.tpl