Background and purpose: To help students develop a more integrated mindset, an integrated curricular model can facilitate the building of connections between the foundational and clinical sciences by presenting multi-disciplinary material within a cohesive framework in a single course. The main objective of this research was to assess the impact of interdisciplinary teaching on student performance in a skills course.
Educational activity and setting: A case study was presented and questions were embedded through an audience response system. Each of three groups of students (approximately 32 students per group) were divided into teams, and the scores were shown periodically to produce an atmosphere of friendly competition. The entire exercise lasted approximately 50 min.
Findings: Students found the pharmaceutical science and pharmacy practice faculty collaboration helpful in regards to reviewing for integrated exams. Student pharmacists were asked to provide one positive aspect of the course and one area for improvement. Twenty-two of 96 responders indicated that the integrated class session was the highlight of the course. Student pharmacists noted that they were able to recognize the integration between the basic and applied sciences. Students clearly favored this learning style over the didactic approach, as evidenced by the feedback. In the future, we plan to implement longer integrated cases more frequently to train future pharmacists as critical and integrative thinkers.
Summary: This integrated case study appeared to be effective in helping student pharmacists apply knowledge of various basic science disciplines to the applied sciences.
Keywords: Basic science; Case study; Integrated curriculum; Pharmaceutical science; Pharmacy practice skills.
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