A presentation detailing how to redesign therapeutics 4 at Butler University

1. Therapeutics 4 Redesign Rob Barras, AnisaBraja, Alex Isaacs, Jacob Kirkwood, Ben Talbert

2. Goals Redesign course to encourage higher Bloom levels Implement pre-class readings with assessments to allow more lecture time for clarification pharmacotherapy and case based learning Involve students in more active and cooperative learning among students through utilization of disease specific cases Use new technologies to create more interactive lectures Describe proper room assignments to provide opportunities for group collaboration Improve availability of faculty and communication between students and faculty

3. Outcomes Effectively communicate pharmaceutical and health-related information and collaborate with other healthcare professionals to ensure the provision of quality patient care. Apply knowledge and skills to make appropriate decisions regarding the safe and effective use of medications or the need for referral to their health care providers. These decisions should include consideration of social, economic and cultural factors Practice independent and collaborative learning and modify ideas and behaviors based on newly acquired knowledge.

4. Barriers Faculty set in their teaching ways and unfamiliar with new technologies Education of new teaching techniques to all faculty Teach them about problem based learning and how to implement this for therapeutics Requires more pre-lecture readings which could be problematic with students. Assessments prior to class can help make sure students stay up to date with readings and studying Students “paying to learn” so should be lectured by professor

5. Overcoming Barriers with Problem Based Learning UNC pharmacy school switched from lectures 3 times a week to once weekly interactive group sessions with online multimedia to facilitate learning Interestingly, students felt it only took slightly more outclass preparation Students felt problem based learning structure supported their learning and they did not indicate they missed instructor contact time Students disagreed that they missed out on learning because of the class format Students felt more confident about tacking unfamiliar problems Perskey AM, Pollack GM. Transforming a large-class lecture course to a smaller-group interactive course. Am J Pharm Educ. 2010;74(9):170.

6. Benefits of Problem-based Learning Practice-focused instead of grade-focused learning Critical thinking instead of just memorizing Learning that is Active Problem-based Student-centered instead of teacher-centered Better preparation for rotations to focus on APPLICATION of information Ross LA, Crabtree BL, Theilman GD, et al. Implementation and refinement of a problem-based learning model: a ten-year experience. Am J Pharm Educ. 2007;71(1) Article 17.

7. Out-of-class expectations Students will be expected to read about the general pathophysiology, etiology, and pharmacotherapy about the given disease in preparation for the quiz and cases in-class. Come up with questions to be addressed at the beginning of class

8. In-class expectations Work together in groups of 5 and participate during the in-class cases and use critical thinking to come up with the best therapeutic option. Utilize guidelines, posted readings, and other references to obtain information instead of relying solely on the professor At the beginning of class, take a short quiz to make sure that the reading was done Small percent of the semester grade (5%)

9. Assessment Exam will be within normal cluster schedule 50% case based to evaluate critical thinking 50% content based to evaluate drug knowledge

10. Staffing Requirements Many teachers for T4 Instructors have other jobs Scheduling of “office” hours Skype or WebEx One teacher per lecture

11. Room requirements Need a room that can support group learning PB150 – 156 Swivel chairs and tiers to promote interaction between students Multiple screens to do things on

12. Technology Use Blackboard WebEx/skype

13. Technology Use Panopto One note live share PollEverywhere

15. During the rest of the semester and over subsequent semesters, topics increase in complexity

16. Often knowledge learned previously can be applied in new topicsKnowledge Base Therapeutics1 Therapeutics 2 Therapeutics 3 Therapeutics 4

18. There should be a transition that slowly incorporates case−based learning over the entire curriculum

20. 1st cluster material consists of content that lecturer should lecture on.

21. Rest of semester begin introducing in−class, case−based learning along with lectures

22. Groups of 4−5

23. 15−20 minutes, once a week

24. Therapeutics 2

25. Pre−read lecture sections

26. Set up an open response PollEverywherefor student questions

28. Assign more of lecture as pre−reading assignment

29. Set up an open response PollEverywhere or interactive Q&A

30. Case−based learning: 45 minutes every class

31. Therapeutics 4

32. Pre−read all lecture notes

33. Set up an open response PollEverywhereor interactive Q&A

34. Answer question at beginning of class

36. Reference Page Benedict N. Virtual patients and problem-based learning in advanced therapeutics. Am J Pharm Educ. 2010;74(8) Article 143. Blouin RA, Riffee WH, Robinson ET, et al. Roles of innovation in education delivery. Am J Pharm Educ. 2009;73(8) Article 154. Diemers AD, Dolmans D, VanSanten M, VanLuijk SJ, Janssen-Noordman A, Scherpbeir A. Students’ perceptions of early patient encounters in a PBL curriculum: A first evaluation of the Maastricht experience. Medical Teacher. 2007;29:135-142. PerskeyAM, Pollack GM. Transforming a large-class lecture course to a smaller-group interactive course. Am J Pharm Educ. 2010;74(9): Article170. Ross LA, Crabtree BL, Theilman GD, et al. Implementation and refinement of a problem-based learning model: a ten- year experience. Am J Pharm Educ. 2007;71(1) Article 17.