The Merged Pharmacology Classroom: A Formative and Interdisciplinary Approach to Physician Assistant Education

Abstract

A retrospective review of quantitative data included a comparison of student opinion of teaching surveys between the previous (lecture-based) pre-clinical courses and the merged classroom model courses. Semi-structured interviews (n = 9) regarding student perception occurred in July 2019 with current clinical year students who had completed the newly-designed course series and six months of clinical rotations. The interviews were recorded via field notes and inductively coded to identify themes.
First year student pharmacists (n = 113) were surveyed using a Likert scale on their perception of the impact of the experience on interprofessional collaboration.

Comparison of student opinion of teaching survey results revealed higher agreement scores for the flipped classroom model on statements that “the instructor stimulated my thinking” and “assignments contributed to my understanding of the course” regarding both courses. The statement that “the instructor presented the course in an organized manner” scored lower in both courses of the flipped model compared to previous course offerings.
Semi-structured interviews of the same students after six months of clinical rotations focused on their retrospective perception of the course, as well as the instructional method and its clinical practice applicability. Several recurring themes occurred in multiple interviews including a positive perception of the course, self-guided learning, application within clinical practice, and problem-based learning.
Analysis of the student pharmacist survey data indicates agreement that this collaboration was an effective method for improving their awareness of and interactions with other health profession students.

Comparison of student opinion of teaching survey results revealed higher agreement scores for the flipped classroom model on statements that “the instructor stimulated my thinking” and “assignments contributed to my understanding of the course” regarding both courses. The statement that “the instructor presented the course in an organized manner” scored lower in both courses of the flipped model compared to previous course offerings.
Semi-structured interviews of the same students after six months of clinical rotations focused on their retrospective perception of the course, as well as the instructional method and its clinical practice applicability. Several recurring themes occurred in multiple interviews including a positive perception of the course, self-guided learning, application within clinical practice, and problem-based learning.
Analysis of the student pharmacist survey data indicates agreement that this collaboration was an effective method for improving their awareness of and interactions with other health profession students.