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Article
Design of Drug-Induced Diseases Elective Utilizing Active Learning
Currents in Pharmacy Teaching and Learning
  • Alison M. Walton, Butler University
  • Alex N. Isaacs
  • Annette T. McFarland, Butler University
  • Lauren M. Czosnowski, Butler University
  • Sarah A. Nisly, Butler University
Document Type
Article
Publication Date
1-1-2016
DOI
http://dx.doi.org/10.1016/j.cptl.2015.09.007
Abstract
Objectives To describe active learning utilized in a drug-induced diseases (DID) elective and determine inter-rater reliability of the assessment rubric for oral case-based presentations. Methods The design of this DID elective focuses on problem-based learning to enhance students’ critical thinking and problem-solving skills pertaining to the treatment of inducible diseases and general medicine. Each class incorporates active learning, utilization of drug information resources, and group work. The primary course assessment is student developed oral case-based presentations evaluated with a standard rubric. Results The intra-class correlation coefficient (ICC) was calculated amongst evaluators to assess the inter-rater reliability of the DID rubric for 21 case-based presentations during the Fall 2013 semester. Composite scores for the case-based presentations demonstrated good inter-rater reliability with an ICC of 0.628. Conclusions Teaching methods utilizing active learning are described for this DID elective. The rubric for the student developed oral case-based presentations demonstrated good inter-rater reliability amongst evaluators and could be modified for use in other professional courses.
Rights
Copyright © 2015 Elsevier Inc. All rights reserved. Post-print version made available under a CC-BY-NC-ND 4.0 license.
Notes

Article embargoed until 2017. Version of record can be found through Elsevier.

Citation Information
Alison M. Walton, Alex N. Isaacs, Annette T. McFarland, Lauren M. Czosnowski, et al.. "Design of Drug-Induced Diseases Elective Utilizing Active Learning" Currents in Pharmacy Teaching and Learning Vol. 8 (2016) p. 90 - 95
Available at: http://works.bepress.com/sarah_nisly/20/