Student-led Pharmacotherapy Based Case (PBC) Discussions; A Unique Approach to Teaching


  • Toyin Tofade Division of Pharmacy Practice and, Experiential Education, University of North Carolina at Chapel Hill Eshelman School of Pharmacy
  • Kajal Bhika University of North Carolina at Chapel Hill Eshelman School of Pharmacy


Top 200 drugs, student-led case discussion, WHO essential drug list


Objectives. Pharmacotherapy Based Cases (PBCs) are basic patient vignettes designed to highlight the appropriate use, dosing, and monitoring of a particular drug or drug class. We examined the effect of a student-led discussion of PBCs on students’ perceived confidence level regarding their knowledge of the Top 200 drugs in the United States.
Methods. Teams of two students received therapeutic drug categories to review from an organized list of the current Top 200 drugs. Faculty members provided sample tables and cases. Students created PBCs from their drug tables to facilitate discussion. PBC quality, summary tables’ content, and facilitation style were graded. Students completed baseline and post-PBC Likert scale surveys with questions about knowledge, usefulness of PBC approach and confidence level.
Results. The 2006 post-PBC survey results indicate that 100% find the PBC approach useful in the Top 200 drug review. The familiarity of the Top 200 drugs increased by 12%, 27%, 32% and 16% respectively for the following categories: 1) brand and generic names, 2) Food and Drug Administration (FDA) approved indications, 3) contraindications and common side effects, and 4) special patient counseling information.
Conclusion. The PBC approach was recommended for future cohorts by 100% of students.


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Research Article