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Learning About Clinical Pharmacokinetics: A Case Study

Andrew K Davey, Carol Bond

Abstract

Changes in the nature of pharmacy education are often discussed in terms of differences in teaching method rather than a concern for student learning. A case study of a clinical pharmacokinetics course (CPKC) illustrates some issues. In 2000, the course was reviewed against a backdrop of research on teaching and learning. It showed that students’ experiences tended to be reproductive, focusing on the acquisition of more knowledge, especially for examination purposes. In 2001, changes were made, emphasising a constructive alignment of all aspects of the curriculum, aimed at encouraging, understanding, and the development of critical thinking skills. Subsequent review showed a significant shift: students learning were more interested in their learning experiences and how the course encouraged these. The case study illustrates how small curriculum changes can make a significant differences to students’ experiences of learning pharmacokinetics if the changes are made at a philosophical and strategic level rather than focusing on teaching methods.


Keywords

Constructive alignment; Curriculum change; Learning; Pharmaceutical reasoning


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