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Background and purpose The purpose of this study was to evaluate the impact of a course change from a faculty-led professional pharmacy elective to a primarily pharmacy resident-led course on student satisfaction and learning. Educational activity and setting In 2014, pharmacy residents were transitioned into primary teaching roles in a drug-induced diseases elective to increase student exposure to residents and different teaching styles. Student learning roles did not change. Course evaluations and grades were compared between the resident-led year and prior year. Findings There was no significant difference between overall course grades during the resident-led year (94.2 ± 36.6 in 2014 vs. 94.1 ± 2.7 in 2013; p=0.975). Course evaluations were similar to the previous year and students provided favorable feedback. Discussion and summary This pharmacy resident-led elective allowed for resident integration in to an interactive professional elective. Student satisfaction with the course remained similar to the previous year and overall course grades did not differ. [ABSTRACT FROM AUTHOR]

Objectives To implement a pillbox simulation project and evaluate change in student pharmacists’ perceptions of medication adherence as indicated by pre-simulation and post-simulation survey responses. Methods Two colleges of pharmacy implemented a pillbox simulation project with second, third, and fourth professional year student pharmacists. Participants were required to fill a 7-day multi-dose pillbox and take the complex medication regimen as directed for one month. Participants completed a pre-simulation and post-simulation survey to identify perceptions of medication adherence before and after the simulation. Results Overall, 91 students participated in the pillbox simulation project. In total, 87 (96%) students completed both the pre-simulation and post-simulation surveys and were included in the data analysis. Student ratings on each of the survey items increased following the pillbox simulation. When comparing didactic versus experiential learners, the percent change in survey response increased in both groups for each survey item. Conclusions Following the pillbox simulation project, the student pharmacists’ responses were positive and demonstrated an increase in perception of medication adherence. [ABSTRACT FROM AUTHOR]

Objectives To describe active learning utilized in a drug-induced diseases (DID) elective and determine inter-rater reliability of the assessment rubric for oral case-based presentations. Methods The design of this DID elective focuses on problem-based learning to enhance students’ critical thinking and problem-solving skills pertaining to the treatment of inducible diseases and general medicine. Each class incorporates active learning, utilization of drug information resources, and group work. The primary course assessment is student developed oral case-based presentations evaluated with a standard rubric. Results The intra-class correlation coefficient (ICC) was calculated amongst evaluators to assess the inter-rater reliability of the DID rubric for 21 case-based presentations during the Fall 2013 semester. Composite scores for the case-based presentations demonstrated good inter-rater reliability with an ICC of 0.628. Conclusions Teaching methods utilizing active learning are described for this DID elective. The rubric for the student developed oral case-based presentations demonstrated good inter-rater reliability amongst evaluators and could be modified for use in other professional courses. [ABSTRACT FROM AUTHOR]