student learning, introductory pharmacy practice experience, pharmaceutical sciences
American Journal of Pharmaceutical Education
Pharmacy and Pharmaceutical Sciences
Objectives. To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills.
Design. The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses.
Assessment. Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students’ interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts.
Conclusion. The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors.
Karimi R, Arendt CS, Cawley P, Buhler AV, Elbarbry F and Roberts SC. Learning Bridge: Curricular Integration of Didactic and Experiential Education. Am J Pharm Educ. 2010; 74(3): Article 48.