title: A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.
abstract: OBJECTIVE
  To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum.
  
  
  METHODS
  A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments.
  
  
  RESULTS
  Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content.
  
  
  CONCLUSIONS
  An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.
authors.affiliation: Rangel College of Pharmacy, Texas A & M Health Science Center, 1010 West Avenue B, Kingsville, TX 78363, USA. kolluru@pharmacy.tamhsc.edu
authors.forename: Srikanth
authors.initials: S
authors.lastname: Kolluru
authors.forename: Darren M
authors.initials: DM
authors.lastname: Roesch
authors.forename: Ayesha
authors.initials: A
authors.lastname: Akhtar de la Fuente
mesh_terms: D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D005178:Faculty; D006126:Group Processes; D006801:Humans; D007858:Learning; D018794:Problem-Based Learning; D013339:Students, Pharmacy