Use of case-based learning in a clinical pharmacokinetics course.
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.
Dupuis
Robert E
RE
Division of Pharmacotherapy and Experimental Therapeutics, School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7360, USA.
Persky
Adam M
AM
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