title: Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.
abstract: OBJECTIVE
  To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4).
  
  
  METHODS
  Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy.
  
  
  RESULTS
  A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture.
  
  
  CONCLUSIONS
  The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.
authors.affiliation: University of Charleston School of Pharmacy, Charleston, West Virginia.
authors.forename: Kristy H
authors.initials: KH
authors.lastname: Lucas
authors.forename: Julie A
authors.initials: JA
authors.lastname: Testman
authors.forename: Marcella N
authors.initials: MN
authors.lastname: Hoyland
authors.forename: Angel M
authors.initials: AM
authors.lastname: Kimble
authors.forename: Mary L
authors.initials: ML
authors.lastname: Euler
mesh_terms: D004358:Drug Therapy; D004512:Education, Pharmacy; D004521:Educational Measurement; D006801:Humans; D018794:Problem-Based Learning; D013339:Students, Pharmacy
keywords: active learning; advanced pharmacy practice experience; assessment; pedagogy; pharmacotherapy