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Roseman University of Heath Sciences (College of Pharmacy)

Roseman University of Heath Sciences (College of Pharmacy). “Modified-block” system in accelerated (3 yr) PharmD program Typical teaching day 8 AM – 3 PM Student-centered , active learning environment Mastery learning (e.g. holds achievement constant, master content before moving on)

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Roseman University of Heath Sciences (College of Pharmacy)

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  1. Roseman University of Heath Sciences (College of Pharmacy) • “Modified-block” system in accelerated (3 yr) PharmD program • Typical teaching day 8 AM – 3 PM • Student-centered, active learning environment • Mastery learning (e.g. holds achievement constant, master content before moving on) • Unique mechanism of assessment and remediation (P/F) • Students breakout into pre-assigned teams ~3X/day • Early experiential learning

  2. Course/student Population & Research Question • Course • Hematology (or possibly biochemistry) • Student Population • First year pharmacy students • 112 in UT • 150 in NV • Similar student population between campuses • ~40 – 50% of incoming students have had biochemistry • ~50% have a BS/BA • Research Question • Does team structure impact first year pharmacy student cooperative learning in hematology (or biochemistry) in a modified-block system?

  3. Why is this interesting? (Why is this significant?) • Richard Felder “recognized that there must be more to getting students to work together effectively than simply putting them in groups and asking them to do something…” • RU emphasizes a student-centered, active learning environment (~40% of class time). Therefore,….. • Intervention(s) that enhance team interactions are likely to lead to better cooperative student learning (may be most significant for those that are lower scorers on assessments) • Team forming: ensure equal distribution of students with biochemistry experience • Assign roles (structure): accountability • Faculty/student review of completed team activities • Other?

  4. Alignment/Objectives Context: Teaching/learning environment that is wed to active learning Problem (perceived): Inefficient team interactions Question: Does team structure impact first year pharmacy student cooperative learning in hematology (or biochemistry) in a modified-block system? Pre-/post-test? Survey? Other?

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