Supporting Case-Based Reasoning in Pharmacy Through Case Sequencing

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-9 - Designing for Deep Learning

Abstract

To date, much of the problem-based learning (PBL)literature is often focused on how learners’ knowledge evolves within a single case. Therefore, there is very little research about how learners build their case-based knowledge across multiple PBL modules. Further studies are needed about how to sequence cases and design cases in a way that supports effective development of individual case libraries. Results from the qualitative analysis suggest codes focused on: index generation, index prioritization, alignment with prior knowledge, and reflection. Although found students were reticent to challenge the assertion of the peers, the role of established practitioner guidelines and instructor reflection played a key role in fostering conceptual change.

Authors

• Andrew Tawfik, University of Memphis

• Kristi Kelley, Auburn University

• Julaine Fowlin, Auburn University

• Max Anderson, University of Illinois at Chicago

• Scott W Vann, University of Memphis