Multi-faceted Approach to Improve Learning in Pharmacokinetics
Adam M. Persky, PhD
Division of Pharmacotherapy and Experimental Therapeutics
University of North Carolina, Chapel Hill, NC
RESULTS
INTRODUCTION
• Current instructional techniques in pharmacokinetics
education vary but are mainly lecture-based.
IMMEDIATE FEEDBACK TESTING
GAMES
• The lecture-based format may not be successful in
achieving the desired outcomes set forth by the
curriculum, particularly those outcomes for higher-order
learning.
• Format appeared to increase self-reported test anxiety
(31% of responders)
• Students enjoyed games but were not sure they learned
more from the format compared to a traditional format
• Students preferred the format over other forms of
assessment (78% of responders)
• Diverse classroom formats may better address the
diversity of learning styles of the students
• Format allows tracking of competency for questions
based on content and/or level learning
TABLE 2: Final examination scores from the year the
games were played versus the previous year when
games were not played. * p < 0.05 compared to without
games
• The purpose of this project was to increase deep-learning
and student satisfaction with their pharmacokinetics
curriculum
INNOVATIONS
Condition
Media
n
With Games*
86
Without Games
79
TABLE 1: Comparison of scores from the year the
immediate feedback format was used to the previous year
when multi-format exams were used. * p < 0.05 compared
to previous year’s respective examination.
25%
Quartile
81
73
75%
Quartile
89
83
MULTIMEDIA MODULE
IMMEDIATE FEEDBACK ASSESSMENT
• Examinations for the foundational pharmacokinetics
course utilized immediate feedback assessment (IT-AF®
Epstein Educational Products) with answer-until-correct
format.
Course
Current Year
Previous Year
GAMES (Persky et al., AJPE 2007)
• PK Poker: Group game to review the semester. Teams
placed bets on their knowledge of an area and groups
could answer as a group or individually
• Pharmacy Scene Investigation: Designed for SSRIs and
TCAs that involved solving a crime based on clues.
• Top 300 Drug Game: Based on the game Clue®, students
had to learn about selected 20 Top 300 drugs and then
use the information to determine Murderer, Weapon and
Location.
INTERACTIVE, MULTIMEDIA MODULE
Condition
Median (IQR)
Median w/o Partial Credit (IQR)
Exam 1
93.5 (5.6) *
89.6 (8.4)
Exam 2
90.9 (10.3)
82.6 (16.2)
Final Exam
134 (11.4)
117 (16.2)
Exam 1
90.9 (7.9)
---
Exam 2
90.0 (10.8)
---
Final Exam
135 (13.0)
---
• Students felt module was engaging and easy to use
• Overall, students enjoyed the self-paced module but did
not want to lose instructor contact.
TABLE 3: Pre- and post-quiz scores. In-class group
received content via lecture and Module group received
content via the module. * p< 0.05 compared to pre-quiz
REFLECTIVE WRITING
• Majority of students felt reflective writing every week
based on the same questions was monotonous
• When combined with immediate feedback examinations,
only the first examination differed in grade from previous
years (Table 1)
In Class
Module
Pre
Post
Median 25% 75% Median 25% 75%
4.0
3.0 5.0
6.0 *
4.3 6.0
3.0
2.8 4.3
5.0 *
4.0 6.0
CONCLUSIONS
• Self-paced module to help students learn foundational
concepts of hepatic clearance.
• This initial investigation suggests immediate feedback examinations are enjoyed to students. This format also should
increase deep-learning. (Epstein et al., Psych Reports 2002). Future examination analysis may incorporate confidence in student
responses to answers
REFLECTIVE WRITING
• Games offer an alternative to traditional class format with the benefit of increasing student enjoyment and potentially deeplearning. Future version of games will focus on optimizing processes (e.g., group size)
• During the foundational pharmacokinetics course, weekly
reflective writing assignments.
• A multimedia, self-paced module may allow basic content to be offloaded from class time and allow for higher order
learning to occur during the class period. Future versions will have enhanced quiz function and graphics
• Writing topics included: relevance to the student’s life
and future practice; relevance to other courses;
questions about content
The author would like thank the professional students for their cooperation, Gary Pollack, Bob Dupuis, Jennifer Stegall-Zanation, UNC Information
Technology Services for their assistance in the activities