将循证教学纳入药学教育:在药物信息课程的后向设计中使用教育理论的案例研究》。

Innovations in pharmacy Pub Date : 2024-08-21 eCollection Date: 2024-01-01 DOI:10.24926/iip.v15i3.5873
Christopher S Wisniewski, Jennifer N Wisniewski, Rachel Whitney, Emily P Jones
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引用次数: 0

摘要

背景:将循证教学纳入医疗保健教育的一种方法是通过逆向设计,这是一种从创建学习成果开始,然后到评估,再到内容创建的教学设计过程。本研究以反向设计为框架,介绍了循证教学在设计和改进传统四年制药学博士课程第一年的药物信息入门课程中的应用经验。案例介绍:除逆向设计外,循证教学方法还包括脚手架、及格-不及格评分标准、形成性评估、翻转课堂和游戏化。此外,还创建了创新的评估技术和教学活动。本文介绍了这门课程的整个演变过程,以及学生的表现、学生的看法、教师的工作量和教师的经验。案例主题:总体而言,采用循证方法改进了组织工作,提高了教师和学生的满意度。数据显示,根据评估和课程平均成绩,学生表现良好。在课程开发初期,教师的工作量很大,经过多年的修订,结构和组织得到了更好的优化,工作量也随之减轻。影响:本报告为其他人将循证教学方法纳入课程设计的渐进式和大规模改革提供了一个范例。融入这些理念需要教师付出时间和努力,但这种努力有可能改善学生的学习和感知。我们鼓励致力于不断审查和修订已开发的教学内容。教师们认为这种经验很有价值,并认为它使他们成为更好、更快乐的教育者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Incorporating Evidence-Based Teaching into Pharmacy Education: A Case Study on the Use of Educational Theory in the Backward Design of a Drug Information Course.

Background: One way to incorporate evidence-based teaching into healthcare education is through backward design, a pedagogical design process that starts with creating learning outcomes, then moves to assessments, followed by content creation. This study uses backward design as a framework to present an applied experience of evidence-based teaching in the design and refinement of an introductory drug information course presented in the first year of a traditional 4-year PharmD curriculum. Case Description: In addition to backward design, evidence-based teaching methods included scaffolding, pass-fail grading standards, formative assessments, flipped classroom, and gamification. Additionally, innovative assessment techniques and teaching activities were created. The full evolution of this course, along with student performance, student perceptions, faculty workload and faculty experience, are described. Case Themes: Overall, using evidence-based methodologies led to improved organization and enhanced faculty and student satisfaction. Data showed students performed well based on both assessment and course averages. Faculty workload was substantial during the initial development of the course and was mitigated once structure and organization had been better optimized over years of revision. Impact: This report provides a model for others to incorporate evidence-based teaching methods into course design in both incremental and large-scale changes. The incorporation of these ideas takes time and work from faculty but this effort has the potential to yield improved student learning and perception. Dedication to continuous review and revision of developed educational content is encouraged. Faculty found this experience rewarding and felt that it made them better and happier educators.

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