Vidcasting: Embracing a New Generation of Learners

by Lauren Lakdawala, PharmD, PGY1 Community Pharmacy Resident, Johns Hopkins Home Care Group

For many students today the thought of not having technology in the classroom would probably make them feel hopeless.  I remember receiving the technology memo prior to the start of college (circa 2000) stating that laptop computers were strongly discouraged due to risk of theft. Nearly a decade later, when I enrolled in pharmacy school, I would not have survived without a laptop computer and smart phone. Indeed, our culture is heavily engaged in a world of Internet-ready computers, tablets, readers, and smart phones. But are educators really using our robust technology to its fullest potential? In 2005, Stanford University embraced podcasting with the launch of “Stanford on iTunes” to provide students downloads of lectures, events, book readings, and even football games.¹ But even podcasts are a thing of the past — enter video on demand or vidcast.

http://www.destinyuk.com/Web-PodVodcast-Pic.png

Why use vidcasting?

Vidcasting (also known as vodcasting or video podcasting) is the process of simply adding video to a podcast, and linking it to a really simple syndication (RSS). One can subscribe to the RSS feeds which then automatically download new content into software such as Windows Media Player or iTunes.²  Vidcasting serves the instructional needs of the Internet savvy generation-Y and -Z learners. According to Marc Prensky, the majority of students in higher education today are “native speakers of the digital language… [who] think and process information fundamentally differently from their predecessors.”³ As we increasingly rely on the Internet as our main source of information, our pedagogical approach to education needs to complement the digital lifestyle of today.⁴ Vidcasting allows educators to reach students in an environment in which they are already comfortable.

Unfortunately, many educators have resisted the use of podcasts and vidcasts in their classes due to fears that attendance will decline.⁵ However, Traphagan et al. found that students typically viewed video lectures for content review before exams, to enhance understanding of a lecture, add more information to notes, reduce anxiety related to the course — not as a replacement for class attendance.⁵ In addition, vidcasting should not be viewed as a replacement for interaction with the teacher, but a way to blend learning.⁶

What can pharmacy educators do with vidcasting?

Vidcasting can be used in a number of ways to blend learning within the pharmacy curriculum. One can use a vidcast as a pre-lecture, when something requires review on a topic that cannot be accommodated during classroom time. A pre-lecture vidcast can introduce pathophysiology and this would permit the instructor more time to focus on medications during a class session. Or pre-lecture demonstration video can give students more time to practice how to properly measure blood pressure in skills lab. A vidcast could also be used for an exam review to help “boost their [students’] knowledge…at the time it’s needed most.”² This type of vidcast may help reduce anxiety by reviewing core concepts for the exam and, as an on-demand instructional tool, would allow every student the opportunity to access the review session materials. Pharmacy educators can record lectures at the beginning of the year and provide review sessions prior to or following exams.⁷ Vidcasts can also be used a way to break up long lectures so that more time can be dedicated to discussion and hands on work— such as case-based scenarios in the classroom.⁶ Another use of vidcasting could be student-produced videos, to fulfill the requirements for a group presentation in a class. One professor who replaced conventional in-class presentations with short vidcasts by students found that not only was class time saved, but the presentations were “better structured, more to the point, and more reflected than typical in-class presentations.”⁶ In the pharmacy classroom, this could be a new drug presentation, patient education, or even a business plan proposal. Moreover, students would develop new technology skills that are needed to succeed in today’s workforce.

To embrace this new era of learning, educators must remember the importance of prudently using technology to compliment traditional methods of learning. When use appropriately, vidcasting forces students to strengthen their independent self-directed learning skills. As pharmacy educators are often burdened with many responsibilities, including research and mentoring, vidcasting can add some flexibility to the instructor’s schedule. One can record vidcasts ahead of time to cut back on the number of face-to-face classroom-based meeting times. As an educator, I probably would not switch everything to blended learning, but rather focus on using vidcasts as an opportunity to enhance learning. If a majority of your class sessions employ lecture-based methods, consider using vidcasts to provide your students with a review session prior to an exam. If your class assignments include a group presentation, allow your students the choice of producing a vidcast instead of giving a podium presentation. Educators need to leverage the skills of students today and engage them with technology — otherwise you may fall short in reaching your learning objectives. The classroom is filled with technology hungry learners and it is the responsibility of educators to harness the power of technology to teach.

To learning more about how vidcast, check out these resources:

Mac and windows users can learn how to create vidcasts at:

http://www.slideshare.net/WCETConference2010/creating-videocast-lectures

Mac users can view this how-to create vidcasts at: http://www.mactech.com/articles/mactech/Vol.21/21.11/Vodcasting

References

1.  Leach J. University to podcast course content. 2005. Accessed 2013 November 14.

2.  Educational Technology Network. Classroom podcasting/vodcasting. 2009. Accessed October 19, 2013.

3. Hart J. Understanding today’s learner. 2008 September 22.  Accessed November 11, 2013.

4. Educause. 7 things you should know about flipped classrooms. 2012 Feb 28. Accessed 2013 October 19.

5.  Flynn R, Newbutt N, Ackroyd T, Dastbaz M. Podcasting and Vidcasting–Delivering Engaging Learning to A New Generation. 2009.  Accessed 2013 October 19.

6.  Storgaard CS, Heilesen SB. Facilitating blended learning by means of vidcasting. 2010. Accessed November 11, 2013.

7.  Pew internet and American life project. Health information online. 2005 May 17. Accessed 2013 October 19.

Help Students Develop Good Study Habits

by Katherine Logan, Pharm.D. PGY1 Pharmacy Practice Resident, Suburban Hospital

Developing good study habits as a student is of upmost importance, not only in formal learning environments but also in life. Being organized and having good time management skills can aid in this process.  Teachers need to encourage and develop these skills in students, residents, and other trainees.

As a fourth-grader, I attended a class that discussed study and test taking habits. I still use techniques that were discussed that day!  I believe these skills should be developed early.¹ The earlier students are empowered with this knowledge, the more practice they will have using these skills and the greater likelihood they will be successful in and outside the classroom. What are some methods teachers can employ to help students develop good study habits?  Let’s examine a few strategies.

Maintain a Planner¹

Once students are able to read, teachers can have them try different planners.¹ This allows them to see assignments ahead of time. Having students try out different types will allow them to see which works best for them. Teachers can encourage this behavior by having the entire class discuss it. Ask students to discuss the benefits of planners compared to calendars. As a resident, I keep a detailed planner.  One my peers prefers to keep a printout on her calendar on a bulletin board at work and home.

Test Knowledge Between Tests

Many students are afraid of tests, and as such, need more experience taking them to build their level of comfort. Giving quizzes can help learners adjust to the types of questions asked by specific teachers. Quizzes also force students stay on top of studying, and help to break up the overall class grade into smaller percentages.² This break-up of the grade could help alleviate some of the stress associated with major tests.² A study of pharmacy students found that half quizzed themselves while studying to see how well they understood the material and many found quizzes more effective than re-reading material.²

Practice makes Perfect¹

Homework can also help students.¹ Homework deadlines encourage students to keep a schedule. Subtract points from the assignment for every day it is late. Rewards can be given to the student(s) with the most assignments that were turned in on time.¹

Give Practice Problems¹

Make practice problems required.¹ My first chemistry teacher gave the class a list of problems from the book and each problem had to be completed and handed in prior to the test. Sometimes it was stressful to get the problems done on time, but it meant that I was constantly studying and reinforcing my knowledge.  A study by Sansgiry and colleagues demonstrated “that students who have difficulty in coping and managing the study material for tests will have a lower GPA.”²

Create a Healthy Study Environment¹

Another important aspect of studying is the surrounding environment.⁴ Some people can only study in the library; others prefer listening to music. Talk to your students about options such as sitting at the coffee table or staying after school to work in the library.¹ Many distractions confront students today; social media in particular is very distracting. It is important to teach students to separate themselves from these potential distractions.  Another important consideration is the time of day spent studying. Some learners prefer staying up late and studying. Personally, I have always felt that my brain shuts down after 11 pm.  So, I always made sure that my studying took place earlier in the day. Students should remain realistic and plan their study habits around the way their minds and bodies function best as each person is different.

Discuss Proper Study Materials¹

Good study habits mean having good study materials.¹ Producing organized and detailed notes are another way to reinforce good study habits. Teachers can create notes with fill-in-the-blank entries, which keeps students’ attention. ¹ Another option is to create general notes and leave spaces to add more details later. These notes should be kept in a binder with numbered pages so students can keep them in order. Study materials also include the supplies necessary to study.¹ Some students make flashcards and others may need to rewrite notes.⁴ Students that rely on such aids should keep a good supply of notecards, legal pads, and pens.¹

Suggest Study Breaks

The brain needs rest. Metcalfe and Kornell argue that the length of time spent studying is based on the “judgment rate of learning” or the rate that learning occurs.⁴ Once the rate of learning drops, retention stops for a time.⁴ Since many people are unaware of their learning rate, I the recommendation from the RxPREP Course Book is a good one: “do not study for more than 45-50 minutes” at a time, and “do some type of physical activity during short breaks.”

The suggestions above are just a few of the ways to teach good study habits. These skills will aid students throughout their lives.  They will be able to complete tasks in a timely fashion as well as learn the conditions they best operate. Teachers should make these skills a priority in all academic settings beginning in elementary school and reinforced all way through graduate school.

References:

1.  Tips for getting homework done: 13. Encourage and teach good study habits. Helping Your Students With Homework: A Guide for Teachers. [Internet] February 1998.

2.  Sansgiry SS, Bhosle M, Sail K. Factors that affect academic performance among pharmacy students. Am J Pharm Educ. 2006; 70: Article 104.

3.  Donohoe L, Mawyer M, Stevens T, Morgan A, Harpe E. Student pharmacists’ perceptions of testing and study strategies. Am J Pharm Educ. 2011; 75:  Article 35

4.  Kornell N, Bjork R. The promise and perils of self-regulated study. Psychonomic Bulletin and Review. 2007; 14:219-224.
5.  Shapiro D, Brown SA. RxPREP Course Book: A Comprehensive Course for the NAPLEX & CPJE. 2013 Ed. RxPrep, Inc; 2013

Service + Learning: Not Merely Two Words Combined

By Christine Darby, Pharm.D., PGY1 Pharmacy Practice Resident, VA Maryland Healthcare System

Community service has always played an integral role in my life.  I have found meaning, fulfillment, and even my husband by donating my time and resources to helping those in need.  My belief in voluntary work is so great that, when relevant and appropriate, I think that every educator should consider integrating it into his or her course.

So, how do you create a great service-learning experience?  Whether service-learning is intended to supplement a course or its the entire goal of course, there are a series of steps that you can take to make it most successful.  A great service-learning experience can lead to positive outcomes, leaving students feeling that they positively and directly influenced people.

What is service-learning?

Service-learning is a “form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.”¹ The hyphen between “service” and “learning” indicates the importance of reflection and assures that learning is integrated with the service activities.²  Service-learning is not equivalent to volunteering, in which the recipient of the service is the primary beneficiary.  Service-learning benefits both the server and the served.³

In pharmacy education, the Accreditation Council for Pharmacy Education (ACPE) defines specific criteria that service-learning must meet.  Many criteria are listed, including the opportunities for inter-professional interaction and the extension of student learning into the community.⁴

Steps to designing a service-learning course

Keeping in mind the definition of service-learning, you first need to decide whether service-learning is right for your course.  There are a series of steps that Barbara Jacoby, Ph.D. recommends you do: 

1. Consider how it will help your students achieve your learning outcomes.

After having determined the learning objectives for your course, what instructional methods (such as service-learning, lectures, and class discussions) align with your objectives?⁵ Look for resources such as the Michigan Journal of Community Service Learning.  This workbook includes worksheets not only for determining your learning outcomes, but also for outlining teaching strategies (such as service-learning) that can help you achieve your outcomes.⁶

2.  If service-learning is a good fit, determine what service and educational content will enable your students to achieve your outcomes.

Decide upon what type of service is appropriate, how frequently the students should be engaged in the service, and for how long.  Establish prerequisite readings or other materials, as well as activities to complete after the course, such as reflection.⁵ Reflection is a critical element for the “learning” component of service-learning.⁶ It involves metacognition, or thinking about one’s own thinking.⁷  Examples of reflective activities include structured journals, portfolios, simulations, discussion groups, and oral presentations.⁶

3.  Form community partnerships.

Establish who will be responsible for the initiation and development of partnerships.  Decide how many students are needed, the skills and knowledge considered necessary (and prerequisite) for students to participate in the service, and the tasks that the organization needs completed.⁵ Create timelines and decide upon the level of supervision needed.  Plan a student orientation to introduce students to the community.⁶

4.  Establish standards to assess and evaluate students.

Clarify how students will show what they have learned and how often you will assess them.  Figure out what role community partners will have in student assessment on-site.⁵ The Michigan Journal of Community Service Learning also contains worksheets for aligning assessment methods with learning outcomes.⁶

5.  Create the syllabus.

Provide details about the rationale behind service-learning in the course, roles and responsibilities of students, prerequisites and training, course materials, assessment methods, and reflection activities.⁵  Communicate what service activities and service sites are available.  Explain how service-learning is different from volunteerism.⁶ You may want to share the syllabus with community partners to obtain their input and make revisions as necessary.⁷ 

6.  Prepare to manage the course.

Address any logistical issues that arise, including transportation and safety.  Determine what resources are available to assist you during the course.⁵ Get feedback from those who have experience with service-learning and ask for copies of syllabi they may have created.

Outcomes of service-learning

By thoughtfully and systematically planning your service-learning experience you will greatly enhance the likelihood that students will have a positive learning outcomes.  There are many examples in the literature of positive outcomes from service-learning.  In a study assessing first-year pharmacy student, service-learning was shown to positively impact knowledge.  Knowledge regarding cultural differences and their impact on health improved was significant higher among student who participated in a service-learning course when compared to a control group of students who did not participate in service learning activities.⁸

In another study, a majority of students who participated in a service-learning course felt a high level of personal responsibility toward their community and a greater interest in participating in local community organizations after course completion.  The service-learning activities helped students to see the connections between class discussions and real world, which enhanced learning in both settings.⁹ 

Service-learning helps students develop caring attitudes toward people, rather than relying strictly on clinical skills during their interactions with patients.¹⁰ John W. Gardner describes the development of values and citizenship skills that are fostered through service-learning as follows:

Young people do not assimilate the values of their group by learning the words (truth, justice, etc.) and their definitions...they learn these through intensely personal interactions with their immediate family or associates...they do not learn ethical principles; they emulate ethical (or unethical) people. They do not analyze or list the attributes they wish to develop; they identify with people who seem to have these attributes. That is why young people need models, both in their imaginative life and in their environment, models of what—at their best—they can be.¹¹

In this way, by being true champions of patients and active members of the community, not only do students thrive, but so too society.  Service-learning goes beyond “merely” service and beyond “just” learning.

References

1.  Jacoby B and Associates. Service-learning in today’s higher education. 1st ed. San Francisco: Jossey-Bass Publishers; 1996. 416 p.

2.  Eyler J and Giles DE. Where’s the learning in service-learning?. San Francisco: Jossey-Bass Publishers; 1999. 352 p.

3.  Stanton TK, Giles DE and Cruz NI. Service-Learning: a movement’s pioneers reflect on its origins, practice, and future. San Francisco: Jossey-Bass Publishers; 1999. 304 p.

4.  Accreditation Council for Pharmacy Education. Accreditation standards and guidelines for the professional program in pharmacy leading to the Doctor of Pharmacy degree [Internet]. Chicago: Accreditation Council for Pharmacy Education; 2011 Jan 23 [cited 2013 Nov 3].

5.  Bart M. Six steps to designing effective service-learning courses [Internet]. Madison (WI): Magna Publications, Inc.; 21 April 2010 [cited 2013 Nov 2].

6.  Howard J, editor. Michigan journal of community service learning. Ann Arbor (MI): OSCL PRESS; 2001. 82 p.

7.  Kelly R. Service-learning course development [Internet]. Madison (WI): Magna Publications, Inc.; 12 June 2012 [cited 2013 Nov 3].

8.  Kearney KR. Impact of a service-learning course on first-year pharmacy students’ learning outcomes. Am J Pharm Educ. 2013; 77: Article 34.

9.  Nickman N. (Re-)learning to care: use of service-learning as an early professionalization experience. Am J Pharm Educ. 1998;62:380-387.

10. AACP Commission to Implement Change in Pharmaceutical Education. Maintaining our commitment to change [Internet]. Alexandria (VA): American Association of Colleges of Pharmacy; 1996 [cited 2013 Nov 3].

11. Gardner JW. Self-renewal: the individual and the innovative society. New York: Norton & Company; 1981. 176 pp.

Laughter and Learning

by Jonathan Grant, Pharm.D., PGY1 Community Pharmacy Practice Resident, Johns Hopkins Home Care Group

Is there a role in the classroom for laughter that leads to learning?  Or is laughter merely a distraction caused by side conversations between students?  Educators are constantly looking for better ways to engage students to enhance the learning experience.  A few studies suggest that humor produces psychological and physiological benefits that help students learn.¹  While humor can be used during any of Gagne’s 9 Events of Instruction, it  is perhaps most effective as means to gain attention, present new the material, and assess performance. The use of humor can serve as an attention grabber, stimulate students’ multiple intelligences, and appeal to various learning styles.

Laughter can engage students. Studies have shown that students were more likely to recall information about a lecture when it was interjected with jokes relevant to the topic.¹ For example, Randy Garner, PhD, used the following during a lecture about statistics and research methods — a metaphorical joke about a planned escape from prison between two prisoners in a jail located in the middle of a desert.²  One prisoner tries to escape alone after an unsuccessful attempt to persuade the other to go with him. The prisoner escapes only to find miles and miles of sand.  He is captured and returned to his cell. Upon his return, the prisoner that escaped exclaimed, “You knew! Why didn’t you tell me!?” whereupon the other remarks, “Silly man, you should know no one reports negative results.”² Well planned, appropriate, and contextual humor help students associate concepts from various courses.  Humor can include the use of self-deprecating jokes, cartoons related to the material, and appropriate situational humor.

In one study comparing humor-enhanced sessions with “standard” online course delivery, students were more likely to log onto Blackboard and stated that they enjoyed classes that used humor effectively.³ In the study, students assigned to the humor-enhanced section used social/interactive features (such as lectures, features, course documents, etc., more than the standard section).  This was determined by monitoring the number of mouse clicks in each Blackboard course category throughout a ten week academic term. The humor-enhanced section registered a significantly higher average number of clicks when compared to the standard section (583 vs. 418; p < 0.05).³ Although there were no significant differences in final grades between the two groups, the humor-enhanced group earned a significantly higher class participation points than the standard group (98 vs. 92 points;  p < 0.05).³  One major limitation to this study was the relatively small sample size — each section included only 22 students.  I believe larger studies need to be conducted to further validate the results.

In addition to helping to enhance the learning experience, humor has been linked with other psychological and physiological benefits.  Humor is a helpful emotional response that can buffer and relieve stress.⁴ Laughter has been shown to stimulate a physiological effect that decreases stress hormones such as serum cortisol and epinephrine.¹ Humor has also been linked to reducing anxiety and tension.¹ From a teaching perspective, humor can facilitate increased attention span, information retention as well as improve performance, problem-solving, team work, collaborative relationships, and coping strategies of students.⁵

The use of humor as a teaching tool must be harmonious with the learning experience. The overuse of humor can be perceived as a distraction and take students’ focus off of the material as they try to anticipate the next joke.   The primary focus needs to remain on educating, not entertaining.  Students do not want a stand-up comedian!  They want appropriate humor that is relevant, lightens the mood, and, most importantly, makes the information memorable.  Humor should not be disrespectful, insulting, or obnoxious as this may make students feel defensive or insulted.⁵  If used improperly, laughter can be a source of hurt. The goal is to laugh with each other, not at one another. When using humor, appropriate boundaries must be set and strictly followed.

Zach Stambor in his article entitled “The ‘ham it up’ how to”, gives the following tips for interjecting humor into teaching.⁶

“Make your syllabus funny - insert jocular descriptions in various sections of syllabus to make students read the syllabus.

Use real or hypothetical humorous situations - use TV clips, YouTube, or cartoons to enliven abstract concepts.

Ask punch line questions during question and answer sessions - set up a joke after asking a question.

Make questions and examples outrageous, ridiculous, or exaggerated - use patient cases with exaggerated situations.

Dramatize your material - develop skits or demonstrations with music.”

I think that the inclusion of some humor can maximize the learners’ experience. As a teacher, it is imperative that you put yourself in the shoes of the student when developing or incorporating humor into your instruction.  Humor should not only relate to the subject matter but be relevant to the audience as well.  This requires some extra effort but the more a student can relate and connect abstract concepts with familiar ones, the more likely the student will recall, retain, and apply the new material.  Most importantly, be yourself and have fun teaching!  Use humor as your instructional defibrillator — it can have beneficial psychologically and physiologically effects!

References
1. Stambor Z. How laughing leads to learning. American Psychological Association. June 2006, 37 (6): 62.
2. Garner RL. Humor in Pedagogy: How ha-ha can lead to aha!  College Teaching 2006, Vol. 54 (1); 177-180.
3. LoSchiavo F & Shatz M. Enhancing Online Instruction With Humor. Teaching Psychology, Vol. 32, No. 4;246-248.
4. Smith M & Segal J. Laughter is the best medicine. May 2013. Accessed October 8, 2013.
5. Chauvet S & Hofmeyer A. Humor as a facilitative style in problem-based learning enviroments for nursing students. Nurse Education Today. May 2007. Vol. 27 No. 4; 286-292.
6. Stambor Z. The ‘ham it up’ how to. American Psychological Association. June 2006 Vol 37, No. 6; 64.

Rote vs. Meaningful Learning

by Merid Belayneh, Pharm.D., PGY1 Pharmacy Practice Resident, VA Maryland Health Care System

“The mind is not a vessel to be filled but a fire to be kindled.”
― Plutarch (46 – 120 AD)

Karaste J. Available from: http://commons.wikimedia.org/wiki/File:Midsummer_bonfire_closeup.jpg

In pharmacy school I was encouraged to understand the material and not merely memorize it.  My professors were likely referring to the difference between rote and meaningful learning. Today, faculty and preceptors are strongly encouraged to use and frequently employ active learning strategies throughout the pharmacy curriculum.^1,2  While active learning is often used to foster meaningful learning, it is important to recognize that active learning does not ensure that meaningful learning actually occurs.³  Rote learning is still important and often pre-requisite.

Rote learning frequently involves repeating information until it's remembered.  Learners often resort to rote memorization because they are unable to relate new information to prior knowledge.^3,4 Meaningful learning is characterized by relating new information to prior knowledge.  When one recalls prior knowledge, all related information is more easily recalled.^3,4  Rote and meaningful learning lie on a continuum — they are not two separate entities.  Novak et al. describe three required conditions for meaningful learning: (1) the learner needs to possess relevant prior knowledge; (2) the material to be learned must be conceptually clear and presented with language relatable to the learner’s prior knowledge; and (3) the learner must choose to learn meaningfully.³  The student’s willingness to learn in a meaningful manner is something that teachers have the least control.  It can be indirectly influenced by using instructional and evaluation strategies that foster meaningful learning such as using active learning and team-based activities and reducing the amount of verbatim facts tested on exams.³

In order to encourage meaningful learning many pharmacy schools have employed a variety of active learning techniques including: cooperative learning, problem-based learning, team-based learning, and case-based learning.⁵   These methods of teaching enable students to identify their knowledge deficits as they attempt to apply their amassed knowledge.^3,5  However, these methods assume that students are willing to engage and have sufficient knowledge to convert their rote learning into meaningful learning.³  Unfortunately, students who lack (or unable to access their) prior knowledge often get very little out of these active learning sessions.  As pharmacy curriculums increasingly rely on these active learning techniques, there should be continued discussion on how to cultivate students’ abilities to develop a strong knowledge base.  Often this requires students to memorize material via rote learning.

To examine the importance of rote learning, let’s review two studies that looked at how students learn two different subjects: language and math. The first study evaluated two groups of 4th-5th graders.  One group had students that memorized root words for 20 different sessions and the other group did not.^6,7 The group that had memorized root words learned new vocabulary and figured out the meaning of words in context easier than the other group.^6,7  The second study evaluated the reasons for why students were making errors on complex math problems.  It found that most errors were due to fact inaccuracies (e.g. memorizable facts) and not algorithm errors (e.g. processes or rules that are used to meaningfully learn).^6,8  These studies illustrate the need to know (memorize) the basics in order to use meaningful strategies for learning. Pharmacy can be seen as a subject matter that requires students to learn a new language (i.e. brand and generic names, acronyms, medical terminology) and math (i.e. dosing, compounding, converting).  These studies give us insight regarding the necessity of rote learning in pharmacy curricula.

According to the FDA, in 2011, there were 8969 molecular entities approved in the United States and each drug has indications, side effects, dosing, pharmacodynamics/pharmacokinetics profiles, and patient education requirements.⁹  Although health professionals have technology to assist in retrieving most of this information, it is essential that the pharmacists have a substantial breadth of this knowledge stored away in their long-term memory.  Active learning assumes that students have the relevant prior knowledge (Novak’s 2^nd requirement) and that materials are taught in a manner that is relatable to the learner’s prior knowledge (Novak’s 3^rd requirement).  Thus, it does not negate the need for students to learn in a rote manner because they must possess sufficient knowledge. Thus, curricula must also teach students the basic facts and develop techniques that enable them to efficiently acquire new information.  Some rote learning techniques that could be employed include: (1) using acronyms (i.e. MONAB, SAAB), (2) using mnemonics (i.e. Hot as a hare meaning hyperthermia), (3) using physical or electronic flash cards (i.e. Top 200 drug cards), and (4) creating and providing cheat sheets of the most important facts discussed in each class.

Rote and meaningful learning are both important. Plutarch’s famous quote suggests that the mind is “a fire to be kindled.”  What modern learning models tend to neglect is the fuel required.  Before meaningful learning can be achieved, students need to possess sufficient prior knowledge (kindling wood).  Only then can teachers ignite the fire through active learning techniques.

References

1.    Donohoe L, Mawyer M, Stevens T, Morgan A, Harpe E. An Active-Learning Laboratory on Immunizations. Am J Pharm Educ. 2012; 76 (10):198. 
2.    Accreditation standards and guidelines for the professional program in pharmacy leading to the doctor of pharmacy degree (Guidelines Version 2.0). Accreditation Council for Pharmacy Education (ACPE).  2006 [Updated 2011, cited 2013 Sept. 21].
3.    Novak J, Cañas A. The Theory Underlying Concept Maps and How to Construct Them. Technical Report IHMC Cmap Tools. Florida Institute for Human and Machine Cognition. 2006 [Updated 2008].

4.    Firestone M. Rote Memorization in Education: Definition, Techniques & Quiz [internet].  Education Portal; [cited 2013 Sept. 21].

5.    Gleason B, Peeters M, Resman-Targoff B, Karr S, McBane S, Kelley K, Thomas T, Denetclaw T. An active-learning strategies primer for achieving ability-based educational outcomes. Am J Pharm Educ. 2011; 75(9):186. 

6.    Murphy A. Why Kids Should Learn Cursive (And Math Facts, and Word Roots). Yew Chung Parenting Resources. Times Ideas. 2012 [cited 2013 Sept. 21]. 

7.    Bowers P, Kirby J. Effects of Morphological Instruction on Vocabulary Acquisition. Reading and Writing: An Interdisciplinary Journal. 2010; 23 (5): 515-537. 

8.    Cumming J, Elkins J. Lack of automaticity in the basic addition facts as a characteristic of arithmetic learning problems and instructional needs. Mathematical Cognition. 1999; 5 (2): 149-180.
9.    Huang R, Southall N, Wang Y, Yasgar A, Shinn P, Jadhav A, Nguyen D, Austin C. The NCGC Pharmaceutical Collection: A Comprehensive Resource of Clinically Approved Drugs Enabling Repurposing and Chemical Genomics. Science Translational Medicine. 2011; 3 (80): 80.