Article Figures & Data
Figures
- Figure 1.
PBL Case Structure.
Tables
Component Details Pharmacotherapeutics Teaching Lectures 2 lectures of 1 hour each for 10 weeks of semester Tutorials 19 tutorials of 2 hours each covering 8 PBLa cases (16 sessions) + 1 practice case (2 sessions) + 1 tutorial session to introduce PBL Assessment PBL Tutorial Participation Compulsory attendance. Participation does not carry a mark, but is graded as satisfactory or unsatisfactory. Students with more than 3 unsatisfactory grades will not be allowed to take the examination. PBL Tutorial Case Presentations (4 cases). 5 grades for each case x 4 cases =20% Final Examination Half of the examination questions or activities related to Pharmacotherapeutics accounts for 20% of course grade Clinical Placements Teaching Two blocks of clinical placementb 5 hours per week for 5 weeks for each block Assessment Clinical Placement -preceptor assessment of performance 5 grades by each preceptor, 5 × 2 =10% Clinical Portfolios 10% submitted at end of semester Clinical Placement Debrief Presentation 10% at end of semester Final Examination Half of the examination questions or activities related to Pharmacotherapeutics accounts for 20% of course grade Clinical Chemistry Teaching Lectures 4 lectures throughout sSemester Workshops 6 hours of laboratory techniques in 2 workshops of 3 hours each Assessment Clinical Placement Debriefing Presentation 10% at end of semester in the second workshops - Table 2.
Student Mean Ratings and Level of Agreement to Items Regarding Peer Assessment of Clinical Case Presentations (n=220/235)
Item Evaluated Mean (SD)a Agreed Neutral Disagreed I have understood the assessment process 1.7 (0.6) 210 (95.5) 10 (4.5) 0 It is an appropriate group-assessment method 2.3 (0.9) 157 (71.4) 34 (15.5) 29 (13.1) Students should assess their peers 2.1 (0.8) 166 (75.5) 34 (15.5) 20 (9) It is a fair way to divide marks 2.8 (1.1) 105 (47.7) 54 (24.5) 61 (27.8) Grades will be a fair reflection of the students’ efforts 2.8 (1.1) 97 (44.1) 58 (26.4) 65 (29.5) Peers can assess fairly 2.9 (1.0) 96 (43.6) 61 (27.7) 63 (28.7) a Scores based on a 5-point Likert scale, where 1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree, and 5 = strongly disagree.
Grade and constructive comments for the group Clinical Reasoning Scope of hypotheses - students show an exploration of a broad range of issues in their hypotheses and apply their pre-existing knowledge and reasoning skills to create and refine their hypotheses Problem-solving skills - students demonstrate the ability to identify, prioritize, and resolve patient health-related issues evident in the case Research evidence - student recommendations for case management are referenced and supported by current evidence from the scientific literature Reflective Practice Application of knowledge - students are able to identify a practical application of knowledge acquired from their case into their observed or current pharmacy practice experiences Teamwork Cohesiveness- the presentation made by the group appears cohesive in that there is continuity of facts and ideas and agreement in solution, demonstrating that the group has worked effectively together. Presentation skills Summary - students summarize the case and demonstrate an understanding of important issues Case organization - students organize the case well, using relevant criteria, eg, chronology, issue type, etc. Aesthetics - student presentation is visually and graphically appealing and contributes to increased understanding of the case Creativity - students use creative and fresh ideas to present their ideas on the PBL case scenario Overall Grade for the group
For each of the criteria, please look at grade descriptors, and assign a grade for those criteria. The overall grade should be assigned based on an average of the grades assigned to each of the criteria.
High Distinction Distinction Credit Pass Fail CLINICAL REASONING SKILLS Scope of Hypotheses The presentation traces a logical process of hypotheses generation and application of case evidence and literature to refine the hypotheses. Clear and methodical reasoning skills are demonstrated. The presentation shows clear evidence that a range of issues has been examined in the process of hypotheses generation; pre-existing knowledge and reasoning skills have been methodically applied to refine the hypotheses. The presentation contains clear evidence of hypotheses generation and application of pre-existing knowledge and reasoning skills to refine their hypotheses. The presentation contains some evidence of an attempt to explore range of issues in generating and logically refining hypotheses. Evidence of hypotheses generation and refinement is limited. Problem Solving Skills Patient health related issues evident in the case are prioritised, and resolved accurately. Patient health related issues evident in the case are identified, prioritised and some ability to resolve them accurately is demonstrated. Patient health related issues evident in the case are identified, and some ability to resolve them accurately is demonstrated. The obvious patient health related issues evident in the case are identified. Patient health related issues evident in the case are incorrectly or incompletely identified. Research Evidence Recommendations for case management are accurately referenced and supported by current evidence from the scientific literature. The evidence base for patient management recommendations is incorrect or inadequately referenced. APPLICATION Application of Case Practical applications of the learning from the case, and instances where the learning can be transferred into professional practice are provided. Practical applications of the learning from the case are provided. A practical application of the learning from the case is provided. Practical application of the learning is missing from the presentation. TEAMWORK Cohesiveness The presentation shows a high level of cohesiveness. Facts, ideas and arguments contribute consistently to the overall recommendations. The work clearly represents the collated thoughts and ideas of the small group. The presentation shows a high level of cohesiveness. Facts, ideas and arguments contribute consistently to the overall recommendations. The presentation appears internally consistent, without contradictions or duplications in the presented material. The presentation shows evidence of disparate individual contributions without leading to contradiction or duplication. The group presentation contains contradictions and / or duplications. PRESENTATION SKILLS Summary The case summary is a concise and comprehensive picture of the patient's salient issues. The case summary provides the salient issues related to the patient. The presentation includes a case summary. The presentation fails to include a case summary. Case Organization The presenters greatly enhance the audience's understanding of the case with clear organisation and structure. The presenters facilitate the audience's understanding of the case with clear organisation and structure. Organisation of the case aids and the audience's understanding. Some organisation is evident. The organisation of the presentation is not apparent. Aesthetics The presentation is enhanced with appropriate graphical and audio-visual features which add to the understanding of the case Creativity Use of innovative and fresh ideas makes the PBL case scenario presentation compelling and communicative.
