Synchronizing Basic and Clinical Sciences Education in a Lock-Step Curriculum at a New School of Pharmacy
Objective: To reinforce student learning by synchronizing topics across courses in pharmacology and therapeutics.
Methods: Based on a continuous quality improvement approach (Plan-Do-Check-Act), science and practice faculty have synchronized the curriculum. Data included a review of syllabi, student course evaluations, student focus groups and faculty visits to each others' classrooms.
Results: Organ systems are typically taught at the same time across practice and science courses, and no more than 1 semester apart. For example, endocrine systems are taught in Systems Pharmacology at the same time as endocrine drugs are taught in Pharmacology and Therapeutics during the P3 year. Descriptive assessment data suggest that students are most satisfied with the synchronized curriculum.
Conclusions: This continuous quality improvement method is on-going. We have acted by hiring a new Assistant Dean of Assessment. Plans include encouraging faculty to attend and lecture in courses outside their discipline. We are piloting (i.e., doing) the integration of Population science didactic coursework with IPPE I, among several examples.
Lavigne, Jill; Slish, Judianne; Nagel, Angela; Abu-Baker, Asim; Corigliano, Anthony; Phillips, Lisa; Lowry, Brooke; Traina, Andrea; Parkhill, Amy; Birnie, Christine R.; and Pankaskie, Marvin C. (2011). "Synchronizing Basic and Clinical Sciences Education in a Lock-Step Curriculum at a New School of Pharmacy." American Journal of Pharmaceutical Education 75.5, 141-141.
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