title: Use of case-based learning in a clinical pharmacokinetics course.
abstract: OBJECTIVE
  To assess the redesign of a clinical pharmacokinetics course that incorporated case-based learning to enhance group interaction and individual participation.
  
  
  METHODS
  The clinical pharmacokinetics course was divided into 3 sections based on content. Section 1 utilized case-based learning with small in-class groups; section 2 used a more traditional style of teaching, and section 3 was taught with case-based learning but using large in-class groups. The case-based learning approach was assessed using examination scores and attitudinal surveys.
  
  
  RESULTS
  Students enjoyed the applied format of case-based learning. Examination scores were higher when case-based learning was used than in historical controls.
  
  
  CONCLUSIONS
  Case-based learning allowed class-time to be used for higher levels of learning and assessment instead of the more typical content delivery.
authors.affiliation: Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7360, USA.
authors.forename: Robert E
authors.initials: RE
authors.lastname: Dupuis
authors.forename: Adam M
authors.initials: AM
authors.lastname: Persky
mesh_terms: D000328:Adult; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D010599:Pharmacokinetics; D018794:Problem-Based Learning / Q000379:methods*; D013339:Students, Pharmacy / Q000523:psychology