Curricular Efforts in Active Learning: One Size Does Not Fit All

Hosted by the Council of Faculties Junior Faculty Community

Active learning increases conceptual understanding, retention and grades. What makes active and engaged learning in PharmD education successful? Student expectations and faculty development and evaluation are just some examples of strategies used to increase active learning in PharmD education. Additionally, the importance of necessary and unanticipated resources required for engaged learning cannot be understated. Attendees will leave with strategies for the design and implementation of active learning customizable to their home institution.

Individual courses may use active learning to improve the retention and transfer of information and skills. The question arises, how does an institution help faculty deliver active learning and ensure sustainability? Managing student expectations, providing faculty development, and evaluating learning are essential. The importance of necessary and unanticipated resources required for engaged learning cannot be understated. Attendees will leave with systemic strategies for the design and implementation of active learning customizable to their home institution.

Objectives:

1. Explore multiple strategies to design and sustain active learning.
2. Discuss resources necessary to support the cultural and educational shift needed for sustaining active and engaged teaching and learning. 
3. Compare and contrast strategies that apply to the attendee’s home institution.

Moderator:

Kimberly Zitko, PharmD, BCACP, BCGP
Assistant Professor of Pharmacy Practice
South College School of Pharmacy

Presenters:

Katherine A. Kelley, PharmD
Associate Dean for Curriculum and Assessment
The Ohio State University

Brianne L. Porter, PharmD
Clinical Assistant Professor
The Ohio State University

Shauna M. Buring, PharmD
Associate Dean and Clinical Associate Professor
University of Florida

Kristin C. Klein, PharmD, BCPPS
Clinical Professor of Pharmacy and Clinical Pharmacist
University of Michigan

Adam M. Persky, PhD
Clinical Professor
University of North Carolina at Chapel Hill