Integration of mentored self-directed learning (MSDL) through both group and individual presentations in an accelerated modified block program
| Autor: | David G. Fuentes, Danielle Backus, Ryan S. Gibbard, Kristine Marcus, Marina Kawaguchi-Suzuki |
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| Rok vydání: | 2018 |
| Předmět: |
020205 medical informatics
media_common.quotation_subject 02 engineering and technology Pharmacy Case presentation Peer Group Learning experience 03 medical and health sciences Presentation 0302 clinical medicine Block (programming) ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Humans General Pharmacology Toxicology and Pharmaceutics Curriculum media_common Medical education Mentoring 030206 dentistry Group Processes Education Pharmacy Self-Directed Learning as Topic Active learning Autodidacticism Educational Measurement Psychology Inclusion (education) |
| Zdroj: | Currents in Pharmacy Teaching and Learning. 10:946-954 |
| ISSN: | 1877-1297 |
| DOI: | 10.1016/j.cptl.2018.04.011 |
| Popis: | Project aim was to examine the feasibility and logistics of mentored self-directed learning (MSDL) through group and individual presentations in an accelerated modified block curriculum. Perspectives of students and faculty members toward the incorporation of MSDL were also explored.During a two-week pharmacotherapy block, students made group presentations requiring two elements: a case presentation on curricular content (Element-1) and an inclusion of "novel" information students did not receive didactically (Element-2). Curricular content for Element-1 stemmed from a pharmacotherapy course on gastroenterology and nutrition, and individual presentations were scheduled during a semester-long skill-based course. Surveys on student perspectives were conducted at baseline, after group presentations, and after individual presentations. Faculty members also provided feedback and evaluations.Whereas 58% of students considered a case presentation (Element-1) more valuable for their learning than inclusion of Element-2, 78% of faculty's responses indicated the incorporation of both Elements was valuable. For the following individual presentations, 73% of students were willing and able to present a topic not extensively addressed in the didactic curriculum by employing MSDL. Students improved their confidence in preparing and making presentations for peers and faculty/preceptors through the MSDL activities (p 0.025). At the end of this project, the faculty determined 88% of students were ready to give a presentation considered appropriate for Advanced Pharmacy Practice Experience.MSDL through group and individual presentation activities were feasible and provided a valuable learning experience for students in an accelerated modified block curriculum. |
| Databáze: | OpenAIRE |
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