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Year : 2022  |  Volume : 5  |  Issue : 2  |  Page : 53-61

Authentic pharmacotherapy case study enhances learning outcomes in pharmacology in preprofessional undergraduate students

1 Biomedical Sciences Department, Grand Valley State University, Allendale, MI, USA
2 Department of Pharmaceutical Sciences, South University School of Pharmacy, Savannah, GA, USA

Correspondence Address:
Dr. Babasola Fateye
Biomedical Sciences, Grand Valley State University, 316 Henry Hall, Allendale, MI 49401
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/EHP.EHP_9_22

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Introduction: Professional health training curricula that integrate basic and clinical sciences are associated with improved learning outcomes. Authentic clinical case studies that capture the complexity of a typical patient are frequently used in clinical training programs to model to students how to integrate information across disciplines to justify management plans. The value of such authentic case studies in preclinical students is less studied. This study seeks to know (i) if preclinical students in a large midwestern liberal arts college would be interested in participating in an optional case study assignment and (ii) if participation is associated with improved learning outcomes in a third-year pharmacology course. Material and Methods: Demographics, motivation, and vocational experience were assessed by an online survey. Binary multivariate logistic regression was used to assess the relationship between participating in the voluntary case study and performance on case-related and noncase-related questions. Results: More than two-thirds of the students participated in the case study, and their decision was driven largely by interest and/or experience in a healthcare vocation. Completing the case study was associated with better performance on case-related multiple-choice questions on midterm exams (Wald’s χ2 = 2079; P < 0.001). Conclusions: This study suggests that there are potential benefits to using case studies in preclinical curricula to drive improved student outcomes by underscoring the link between prerequisite courses and clinical practice. It also proffers a potential tool for assessing the efficacy of case study interventions.

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