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Clinical Pharmacology Learning Tools for the Tech Savvy in a Physician Assistant (MPA) Program
Author(s) -
Ram Arun M,
Rajasekaran Senthilkumar
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.803.9
Subject(s) - memorization , class (philosophy) , curriculum , medical education , flipped classroom , clinical pharmacology , medicine , psychology , mathematics education , computer science , pharmacology , pedagogy , artificial intelligence
Students of our MPA program are expected to master a vast amount of information in a short 28‐ month curriculum leading up to their clinical practice. In addition, students find learning clinical pharmacology difficult as it involves memorizing hundreds if not thousands of medications, their mechanism, interactions, and adverse effects. In order to maximize learning, we delivered a Clinical Pharmacology (CP) course in a flipped classroom model using technology1. CP I and II are two 3‐credit courses taught over 4‐month each with two 2‐hour didactic lectures every week. In its place, we introduced short 15 – 20 minute videos recorded using Explain Everything or Camtasia software and posted them a couple of days prior to in‐class sessions2. In addition, a complete slide‐deck and a study guide with open‐ended questions designed to reinforce the clinically relevant facts and concepts in each class were also posted. Students listened to the recording, used the slide‐deck and study guide to master the concepts. An anonymous survey at the end of the course collected the feedback on this new model of course content delivery and their learning experience3. More than 55 students participated in the survey. An overwhelming 82% of the respondents wanted the course to be delivered based on this model in the future. About 75% agreed that the new model allowed them more time to study other subjects. Another 76% felt the new model helped them feel prepared for the exams. Although we had reduced the student‐faculty contact time by 50%, about 70% of the survey respondents felt the new model provided them adequate faculty exposure and interaction. Unlike reported by some studies that the students prefer only about half of the class sessions to be “flipped” 4; our MPA students wanted us to follow this new model for the entire course. Following our success with this new model, other Course Directors have started introducing flipped classes in their courses. Based on the favorable feedback we received from the students and performance index on their course assessments, we recommend utilizing this model of active learning in your health sciences education programs. Support or Funding Information This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .