title: Small-team active learning in an integrated pharmacokinetics course series.
abstract: OBJECTIVE
  To implement a pharmacokinetics curriculum that used small-team active learning and assess students' perceptions.
  
  
  METHODS
  The course design and delivery were based on delivery of Student Team lecture followed by concept reinforcement through problem-based learning sessions. Course faculty members facilitated classroom and problem-based learning discussions to promote an active-learning environment.
  
  
  RESULTS
  An anonymous survey instrument was administered to students prior to and following completion of the pharmacokinetics course. Students reported a significant decrease in anxiety from 67% to 44% related to working in small teams upon completion of the course. However, students maintained negative perceptions related to peer teaching, with 80% of students reporting anxiety related to receipt of course information from peers. The course had a positive impact on students' ability to apply concepts to case-based scenarios, but little impact on their perceived ability to identify and critically evaluate new material and present that material to their peer team.
  
  
  CONCLUSIONS
  The team-based structure defined herein for delivery of a pharmacokinetics curriculum offers students a tangible method to increase their comfort and confidence in the application of pharmacokinetic concepts in therapy.
authors.affiliation: School of Pharmacy, South University, Savannah, GA, USA.
authors.forename: Curtis E
authors.initials: CE
authors.lastname: Jones
authors.forename: S Craig
authors.initials: SC
authors.lastname: Dyar
authors.forename: Andrea L
authors.initials: AL
authors.lastname: McKeever
mesh_terms: D001007:Anxiety / Q000209:etiology; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D005178:Faculty; D006126:Group Processes; D006801:Humans; D010379:Peer Group; D010599:Pharmacokinetics; D018794:Problem-Based Learning; D013339:Students, Pharmacy
keywords: active learning; pharmacokinetics; problem-based learning; team learning