TABLE 1: Comparison of scores from the year the immediate feedback format was used to the previous year when multi-format exams were used. * p < 0.05 compared to previous year

1
Multi-faceted Approach to Improve Learning in
Pharmacokinetics Adam M. Persky, PhD Division of
Pharmacotherapy and Experimental Therapeutics
University of North Carolina, Chapel Hill, NC
INTRODUCTION
RESULTS
IMMEDIATE FEEDBACK TESTING
GAMES

• Current instructional techniques in
  pharmacokinetics education vary but are mainly
  lecture-based.
• The lecture-based format may not be successful in
  achieving the desired outcomes set forth by the
  curriculum, particularly those outcomes for
  higher-order learning.
• Diverse classroom formats may better address the
  diversity of learning styles of the students
• The purpose of this project was to increase
  deep-learning and student satisfaction with their
  pharmacokinetics curriculum

• Format appeared to increase self-reported test
  anxiety (31 of responders)
• Students preferred the format over other forms of
  assessment (78 of responders)
• Format allows tracking of competency for
  questions based on content and/or level learning

• Students enjoyed games but were not sure they
  learned more from the format compared to a
  traditional format

TABLE 2 Final examination scores from the year
the games were played versus the previous year
when games were not played. p lt 0.05 compared
to without games
Condition Median 25 Quartile 75 Quartile
With Games 86 81 89
Without Games 79 73 83
TABLE 1 Comparison of scores from the year the
immediate feedback format was used to the
previous year when multi-format exams were used.
p lt 0.05 compared to previous years respective
examination.
INNOVATIONS
MULTIMEDIA MODULE
Course Condition Median (IQR) Median w/o Partial Credit (IQR)
Current Year Exam 1 93.5 (5.6) 89.6 (8.4)
Current Year Exam 2 90.9 (10.3) 82.6 (16.2)
Current Year Final Exam 134 (11.4) 117 (16.2)
Previous Year Exam 1 90.9 (7.9) ---
Previous Year Exam 2 90.0 (10.8) ---
Previous Year Final Exam 135 (13.0) ---

• IMMEDIATE FEEDBACK ASSESSMENT
• Examinations for the foundational
  pharmacokinetics course utilized immediate
  feedback assessment (IT-AF Epstein Educational
  Products) with answer-until-correct format.
• GAMES (Persky et al., AJPE 2007)
• PK Poker Group game to review the semester.
  Teams placed bets on their knowledge of an area
  and groups could answer as a group or
  individually
• Pharmacy Scene Investigation Designed for SSRIs
  and TCAs that involved solving a crime based on
  clues.
• Top 300 Drug Game Based on the game Clue,
  students had to learn about selected 20 Top 300
  drugs and then use the information to determine
  Murderer, Weapon and Location.
• INTERACTIVE, MULTIMEDIA MODULE
• Self-paced module to help students learn
  foundational concepts of hepatic clearance.
• REFLECTIVE WRITING
• During the foundational pharmacokinetics course,
  weekly reflective writing assignments.
• Writing topics included relevance to the
  students life and future practice relevance to
  other courses questions about content

• Students felt module was engaging and easy to use
• Overall, students enjoyed the self-paced module
  but did not want to lose instructor contact.

TABLE 3 Pre- and post-quiz scores. In-class
group received content via lecture and Module
group received content via the module. plt 0.05
compared to pre-quiz
REFLECTIVE WRITING
Pre Pre Pre Post Post Post
Median 25 75 Median 25 75
In Class 4.0 3.0 5.0 6.0 4.3 6.0
Module 3.0 2.8 4.3 5.0 4.0 6.0

• Majority of students felt reflective writing
  every week based on the same questions was
  monotonous
• When combined with immediate feedback
  examinations, only the first examination differed
  in grade from previous years (Table 1)

CONCLUSIONS

• This initial investigation suggests immediate
  feedback examinations are enjoyed to students.
  This format also should increase deep-learning.
  (Epstein et al., Psych Reports 2002). Future
  examination analysis may incorporate confidence
  in student responses to answers
• Games offer an alternative to traditional class
  format with the benefit of increasing student
  enjoyment and potentially deep-learning. Future
  version of games will focus on optimizing
  processes (e.g., group size)
• A multimedia, self-paced module may allow basic
  content to be offloaded from class time and allow
  for higher order learning to occur during the
  class period. Future versions will have enhanced
  quiz function and graphics

The author would like thank the professional
students for their cooperation, Gary Pollack, Bob
Dupuis, Jennifer Stegall-Zanation, UNC
Information Technology Services for their
assistance in the activities