Implementing 5 evidence-based learning principles into the pharmacy law course

被引：0

作者：

Barenie, Rachel E. ^{[1
]}

Paul, Caroline ^{[1
]}

Stanford, Ally ^{[1
]}

Holmes, Erin R. ^{[2
]}

机构：

[1] Univ Tennessee, Hlth Sci Ctr, Coll Pharm, Memphis, TN USA

[2] Univ Mississippi, Sch Pharm, Oxford, MS USA

来源：

CURRENTS IN PHARMACY TEACHING AND LEARNING | 2024年 / 16卷 / 09期

关键词：

Pharmacy law; Evidence -based teaching;

D O I：

10.1016/j.cptl.2024.102120

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The overwhelming majority of states require pharmacists to pass the Multistate Pharmacy Jurisprudence Exam (MPJE) prior to licensure, and student performance in the pharmacy law course is the biggest predictor of success on the MPJE. However, wide variation exists regarding the structure and delivery of the pharmacy law course. Evidence-based learning strategies are well described in the literature, including: (1) practice testing, (2) distributed practice, (3) interleaved practice, (4) self-explanation, and (5) interrogative elaboration, and an opportunity may exist to implement them into the pharmacy law course. We translated these five evidencebased learning principles into practice for pharmacy law educators with specific examples. Faculty directing the pharmacy law course may consider implementing evidence-based teaching strategies into their pharmacy law course to further support student success.

引用

页数：3

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