A microteaching exercise to develop performance-based abilities in pharmacy students.
OBJECTIVE
To create, implement, and evaluate a microteaching exercise to enhance student development of communication skills, critical-thinking skills, and problem-solving abilities.


METHODS
A microteaching exercise was developed and implemented in 2 semesters of a professional development series. Advisees from 3 classes developed 7-minute presentations for classmates, followed by a brief question-and-answer session. EVALUATION AND ASSESSMENT: Presenters received peer evaluations and a DVD of their presentation and then wrote a reflective essay on their performance. A 33-item survey instrument was administered to assess student impressions of the microteaching exercise. Survey results demonstrated students valued the microteaching exercise in terms of overall impression of the exercise, the class experience, personal outcomes, and the evaluation process.


CONCLUSIONS
A microteaching exercise is a valuable tool to help students develop communication, critical-thinking, and problem-solving skills. Further, it helps increase student learning, helps students to "think on their feet" and be reflective, provides an opportunity to have students analyze their own and fellow classmates' presentation methods and develops their skill in the provision of constructive feedback through peer assessment.
Popovich
Nicholas G
NG
College of Pharmacy, University of Illinois at Chicago, USA. nickp@uic.edu
Katz
Norman L
NL
D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D006801:Humans; D011361:Professional Competence / Q000592:standards; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods*