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A Team‐based Assignment to Integrate Basic Science and Pharmacotherapeutic Principles for Anticancer Agents
Author(s) -
Jungsuwadee Paiboon,
Sakharkar Prashant,
Kurup Sonali
Publication year - 2017
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.31.1_supplement.660.1
Subject(s) - rubric , grading (engineering) , pharmacy , medical education , curriculum , class (philosophy) , objective structured clinical examination , psychology , presentation (obstetrics) , final examination , teamwork , problem based learning , medicine , mathematics education , computer science , family medicine , pedagogy , artificial intelligence , engineering , surgery , civil engineering , law , political science
Objective To implement and evaluate an active‐learning, team‐based assignment centered on anticancer agents for the integration of basic science and pharmacotherapeutic principles. Design Students enrolled in the integrated hematologic and oncologic disorders course were divided into 5–6 students/group. Each group was assigned a specific anticancer agent and was expected to answer a series of questions designed to measure students learning abilities and competencies, followed by a presentation to the class. Assessment Each assignment was assessed using a grading rubric that was mapped to the 2013 Center for the Advancement of Pharmacy Education (CAPE) outcomes to assess whether expected abilities and competencies are being met within a PharmD curriculum. Student learning was evaluated using performance on the assignment and examination questions. Student perceptions of the assignment were assessed using a short survey. Result Assessments for student learning abilities and competencies were performed based on the team‐based assignment and presentation as well as three examinations, in which the first exam was taken place prior to the team‐based assignment and in‐class activities. Overall mean score on examination 1 was 75%, examination 2 and examination 3 were 81% and 77%, respectively. When only questions related to drugs covered in the assignment were analyzed, we found that students performed better on examination 2 and 3 that were completed after the team‐based assignment vs. examination 1. Student performance on 14 of the 53 questions on examination 2 that were related to the drugs covered as part of the assignment was 93.7%. Students performed better on assignment related questions on examination 2 compared to unrelated questions. Student performance on 21 of the 61 questions on examination 3 that were related to the drugs covered as part of the assignment was 85.9%. Although, student performance was better on assignment related questions on examinations 2 and 3 compared to unrelated questions, this differences were not significant (p=0.253). Finally, Student perceptions of the effectiveness of the team‐based assignment were also positive and majority of the students (83%) agree or strongly agreed that the assignment improved their knowledge and understanding of anticancer agents and should. Conclusion The assignment provided a focused review of basic science and pharmacotherapeutic principles and enabled integration of concepts relating to the therapeutic application of anticancer agents and management of anticancer agent mediated adverse effects. The assignment could contribute toward preparing students for the evolving role of the pharmacist in the management of cancer.