INNOVATIONS in pharmacy

Incorporating Evidence-Based Teaching into Pharmacy Education: A Report on the Use of Educational Theory in the Backward Design of a Drug Information Course

Christopher S. Wisniewski

Medical University of South Carolina

https://orcid.org/0000-0003-1330-7127

Jennifer N. Wisniewski

Medical University of South Carolina

https://orcid.org/0000-0002-1696-1047

Rachel Whitney

Medical University of South Carolina

https://orcid.org/0000-0002-9648-055X

Emily P. Jones

University of North Carolina

https://orcid.org/0000-0002-4294-7564

DOI: https://doi.org/10.24926/iip.v15i3.5873

Keywords: Drug Information, Evidence-Based Teaching, Backward Design

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Abstract

Background: One way to incorporate evidence-based teaching into healthcare education is through backward design, a pedagogical design process that starts with creating learning outcomes, then moves to assessments, followed by content creation. This study uses backward design as a framework to present an applied experience of evidence-based teaching in the design and refinement of an introductory drug information course presented in the first year of a traditional 4-year PharmD curriculum. Case Description: In addition to backward design, evidence-based teaching methods included scaffolding, pass-fail grading standards, formative assessments, flipped classroom, and gamification. Additionally, innovative assessment techniques and teaching activities were created. The full evolution of this course, along with student performance, student perceptions, faculty workload and faculty experience, are described. Case Themes: Overall, using evidence-based methodologies led to improved organization and enhanced faculty and student satisfaction. Data showed students performed well based on both assessment and course averages. Faculty workload was substantial during the initial development of the course and was mitigated once structure and organization had been better optimized over years of revision. Impact: This report provides a model for others to incorporate evidence-based teaching methods into course design in both incremental and large-scale changes. The incorporation of these ideas takes time and work from faculty but this effort has the potential to yield improved student learning and perception. Dedication to continuous review and revision of developed educational content is encouraged. Faculty found this experience rewarding and felt that it made them better and happier educators.