Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.

Objective: To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4).

Design: Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy.

Assessment: A comprehensive examination was created and administered to assess student retention of therapeutic topics taught.