Oral Session 2: Integrating the basic and clinical science pharmacy curricula using a multi-disciplinary TBL facilitation team.
Date & Time
Tuesday, March 17, 2020, 10:45 AM - 11:00 AM
Integrating the basic and clinical science pharmacy curricula using a multi-disciplinary TBL facilitation team. Luma Munjy, PharmD; Rennolds Ostrom, PhD, Sharif Elshahawi, PhD; Laressa Bethishou, PharmD Introduction Traditional pharmacy curricula employ a single-instructor approach to teaching therapeutic topics. This approach often fails to connect the basic sciences with patient care delivery. The present study assessed the benefits of team-based learning (TBL) with a multi-disciplinary team consisting of a medicinal chemist, pharmacologist and clinical pharmacist to deliver an integrated pulmonary therapeutics course to student pharmacists. Background Chapman University School of Pharmacy utilizes TBL for delivering both basic science and clinical pharmacy courses. Study authors designed a 6-week pulmonary disease module that utilized a multi-disciplinary team to design and deliver course content. The multi-disciplinary team co-designed all pre-work, individual readiness assessments, and an integrated patient case activity. The TBL module was rehearsed prior to delivery to ensure that each instructor was prepared to seamlessly integrate their topic into the co-facilitated discussion. Learners were subsequently completed a 5-question survey regarding the effectiveness of the course. Results A total of 47 students participated in the post-course survey. A four-point Likert scale from strongly agree to strongly disagree was used to assess students’ opinions regarding the multi-instructor approach. Of the 47 students who participated in the survey, 89.59% strongly agreed or agreed that the multi-disciplinary approach demonstrated the importance of linking basic science knowledge to clinical practice. A total 87.5% strongly agreed or agreed that they were able to increase their retention of course material and develop a deeper understanding of subject material. Additionally, 91.67% strongly agreed or agreed that this approach stimulated critical thinking skills. Conclusion A multi-disciplinary TBL approach provides a platform by which academicians from various backgrounds may build connections between the basic sciences and clinical practice within the pharmacy curriculum. Future studies will assess the outcomes of a multi-facilitator TBL approach on student performance on clinical exams. Study authors did not receive any financial assistance to complete this study.