title: Incorporating active-learning techniques and competency assessment into a critical care elective course.
abstract: OBJECTIVE
  To design, implement, and measure the effectiveness of a critical care elective course for second-year students in a 3-year accelerated doctor of pharmacy (PharmD) program.
  
  
  METHODS
  A critical care elective course was developed that used active-learning techniques, including cooperative learning and group presentations, to deliver content on critical care topics. Group presentations had to include a disease state overview, practice guidelines, and clinical recommendations, and were evaluated by course faculty members and peers.
  
  
  RESULTS
  Students' mean scores on a 20-question critical-care competency assessment administered before and after the course improved by 11% (p < 0.05). Course evaluations and comments were positive.
  
  
  CONCLUSIONS
  A critical care elective course resulted in significantly improved competency in critical care and was well-received by students.
authors.affiliation: Department of Clinical and Administrative Sciences, Sullivan University College of Pharmacy, Louisville, KY 40205, USA. dmalcom@sullivan.edu
authors.forename: Daniel R
authors.initials: DR
authors.lastname: Malcom
authors.forename: Jennifer L
authors.initials: JL
authors.lastname: Hibbs
mesh_terms: D002983:Clinical Competence; D003422:Critical Care; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D017410:Practice Guidelines as Topic; D018794:Problem-Based Learning / Q000379:methods*