A Pharmacotherapy Capstone Course to Target Student Learning and Programmatic Curricular Assessment

American Journal of Pharmaceutical Education
Joseph J SaseenScott Mueller

Abstract

Objective. To describe how a pharmacotherapy capstone course was used for student learning and programmatic curricular assessment. Design. A pharmacotherapy capstone course was included in the University of Colorado curriculum for 13 years from 2002 through 2014. This 9-credit hour course was the last course prior to Advanced Pharmacy Practice Experiences (APPEs). Students were held accountable for prior learning using complex patient cases and other activities that are seen in APPEs. Application of knowledge, skills, and critical thinking were integrated in this course using exclusively active learning methodologies. Students were expected to actively participate and learn independently, from peers and through self-assessment. Assessment. Evidence of student learning was demonstrated based on student performance on written and verbal evaluations analyzed from 2012 to 2014. Survey and self-evaluation data indicated that students learned within the course. An increase in student confidence in critical thinking, problem-solving, decision making, and lifelong learning was also seen during APPEs. Student performance in this course prompted changes to prerequisite courses and guided development of a renewed curriculum. Conclusion. T...Continue Reading

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Citations

Jan 16, 2019·American Journal of Pharmaceutical Education·Allison B BlackmerJoseph J Saseen
Dec 14, 2019·American Journal of Pharmaceutical Education·Beth Bryles PhillipsStephanie V Phan
May 9, 2019·American Journal of Pharmaceutical Education·Melissa S MedinaSarah B Hausner
Sep 7, 2018·Nursing Management·Sharon Lorraine EdwardsKatherine Tigar
Jul 21, 2021·American Journal of Pharmaceutical Education·Lana M MinshewJacqueline E McLaughlin

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