A learning-centered course in pharmaceutical analysis

Objective. This article describes the development and impact of a learning-centered course in pharmaceutical analysis in the Baccalaureate of Science in Pharmacy program at the University of British Columbia. Design. Using a flexible course design framework, principles and interactive strategies from learning-centered education were incorporated into a third-professional year pharmaceutical analysis course. Course impact was determined through 1-minute papers, student survey questionnaires, faculty interviews, and the instructor's reflective teaching journal. Action research methodology was employed to examine the impact of course redesign on student learning. Assessment. Course redesign had a significant impact on the quality of teaching and learning in the course. Active-learning strategies positively impacted student learning and their views on the importance of pharmaceutical analysis. The instructor experienced significant professional growth as an educator. Conclusion. A learning-centered approach to undergraduate-level course design in pharmaceutical analysis has the potential for enhancing teaching practice and student learning while balancing traditional pharmaceutical analysis content and skills with the need to demonstrate relevance across pharmacy settings. Course outcomes are transferable to other pharmacy courses.