Active-learning laboratory session to teach the four M's of diabetes care.
OBJECTIVE
To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness.


METHODS
Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients.


RESULTS
Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning.


CONCLUSIONS
An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.
Darbishire
Patricia L
PL
School of Pharmacy and Pharmaceutical Sciences, Purdue University, West Lafayette, IN 47907, USA. darbishi@pharmacy.purdue.edu
Plake
Kimberly S
KS
Nash
Christiane L
CL
Shepler
Brian M
BM
D015190:Blood Glucose Self-Monitoring / Q000379:methods; D003920:Diabetes Mellitus / Q000628:therapy*; D004512:Education, Pharmacy / Q000379:methods; D006801:Humans; D015596:Nutrition Assessment; D018794:Problem-Based Learning / Q000379:methods*; D012106:Research / Q000193:education*; D012107:Research Design; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods*