AI Article Synopsis
- The study aimed to improve pharmacy students' knowledge and confidence in diabetes care through an active-learning approach, focusing on four key areas: meal planning, motion, medication, and monitoring.
- Students engaged in hands-on laboratory stations and simulated patient interactions, with assessments showing significant improvement in their knowledge and confidence after the sessions.
- The positive feedback from students suggests that this active-learning method effectively enhances their understanding of diabetes care and will be used for other subjects in the future.
Article Abstract
Objective: To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness.
Design: Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients.
Assessment: Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning.
Conclusion: An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690891 | PMC |
| http://dx.doi.org/10.5688/aj730222 | DOI Listing |
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