Number
447
Name
Pictures worth a thousand words: A team-based active learning exercise in Pharmacology using picture cards
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Aditi Kesari, University of Tennessee Health Science Center
Andrew Nishimoto, University of Tennessee Health Science Center
Purnima Singh, University of Tennessee Health Science Center
Steven Tavalin, University of Tennessee Health Science Center
Trevor Sweatman, University of Tennessee Health Science Center
Presentation Topic(s)
Instructional Methods
Description
PURPOSE:
To promote deeper understanding of concepts and foster student engagement,
we combined active learning strategies with student autonomy and
collaborative knowledge building via a team-based active learning exercise
using picture cards to reinforce the pharmacological principles of
Absorption, Distribution, Metabolism, and Excretion (ADME). This study aimed
to evaluate this activity’s effectiveness.
METHODS:
This exercise was implemented for M1 students in the MD curriculum. Prior
to this session, students already had a lecture on ADME. During the session,
teams of 5-6 students each received 30 picture-cards depicting various
images, including organs, drug delivery systems, clinical signs/symptoms,
foods, and surgical procedures. Teams were allotted 35-40 minutes to
interpret each card’s relationship to drug activity. This was followed by an
instructor-guided large group discussion, with each team sharing their
interpretation of an assigned card. Following the activity, a survey was
administered, and data were collected.
RESULTS:
171 students attended this mandatory session, and 106 survey responses were
received. Survey data showed that 88 (83%) respondents found this activity
engaging, while 81 (76%) agreed that the picture cards served as effective
hands-on tools to organize concepts. Additionally, 90 (85%) respondents found
the peer-to-peer interaction to be a useful learning experience, and 90 (85%)
respondents found the instructor-guided discussion helpful. Overall, 84 (79%)
respondents agreed that this activity reinforced the ADME concepts in an
effective way. In addition to survey data, we observed varied approaches to
card-ADME relationships; some teams used ADME categorization for their cards,
some used other thematic groups, while others did not categorize at all.
CONCLUSION:
Based on the survey responses, this team-based active learning exercise
utilizing picture cards facilitated content association and reinforced the
ADME concepts in an effective and engaging way. Additional studies evaluating
student performance are needed to determine the overall impact of this
exercise on learning outcomes.
To promote deeper understanding of concepts and foster student engagement,
we combined active learning strategies with student autonomy and
collaborative knowledge building via a team-based active learning exercise
using picture cards to reinforce the pharmacological principles of
Absorption, Distribution, Metabolism, and Excretion (ADME). This study aimed
to evaluate this activity’s effectiveness.
METHODS:
This exercise was implemented for M1 students in the MD curriculum. Prior
to this session, students already had a lecture on ADME. During the session,
teams of 5-6 students each received 30 picture-cards depicting various
images, including organs, drug delivery systems, clinical signs/symptoms,
foods, and surgical procedures. Teams were allotted 35-40 minutes to
interpret each card’s relationship to drug activity. This was followed by an
instructor-guided large group discussion, with each team sharing their
interpretation of an assigned card. Following the activity, a survey was
administered, and data were collected.
RESULTS:
171 students attended this mandatory session, and 106 survey responses were
received. Survey data showed that 88 (83%) respondents found this activity
engaging, while 81 (76%) agreed that the picture cards served as effective
hands-on tools to organize concepts. Additionally, 90 (85%) respondents found
the peer-to-peer interaction to be a useful learning experience, and 90 (85%)
respondents found the instructor-guided discussion helpful. Overall, 84 (79%)
respondents agreed that this activity reinforced the ADME concepts in an
effective way. In addition to survey data, we observed varied approaches to
card-ADME relationships; some teams used ADME categorization for their cards,
some used other thematic groups, while others did not categorize at all.
CONCLUSION:
Based on the survey responses, this team-based active learning exercise
utilizing picture cards facilitated content association and reinforced the
ADME concepts in an effective and engaging way. Additional studies evaluating
student performance are needed to determine the overall impact of this
exercise on learning outcomes.