Learning bridge: curricular integration of didactic and experiential education.

Pacific University Oregon School of Pharmacy, Hillsboro, OR, USA.
American journal of pharmaceutical education (Impact Factor: 1.19). 04/2010; 74(3):48. DOI: 10.5688/aj740348
Source: PubMed

ABSTRACT To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills.
The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses.
Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts.
The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors.

Download full-text


Available from: Amber Buhler, Jul 04, 2015
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Abstract Background: Professional nurses need to develop critical thinking skills that will provide them with expertise in situationspecific problem solving. Objectives: Describe the critical thinking and self directed learning abilities of the nursing students following Problembased learning approach in two countries; Egypt and Kingdom of Saudi Arabia KSA. Method: A descriptive analytic research design was conducted. The study sample was consists of 60 students from first year in faculty of nursing divided by Egypt and Kingdom of Saudi Arabia: Instruments: The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and Critical Thinking Dispositions Inventory were used. Results: This study revealed that the mean and standard deviation of total critical thinking was (102± 14.45 and 101±16.44) in KSA and Egypt respectively without significant difference between both countries. Moreover, the mean of total score of self direct learning was (162±27.04 and 157±23.64) in KSA and Egypt respectively. Conclusion: This study concluded that teaching with problem solving approach increase levels of critical thinking and self-directed learning in both countries without variation.
    05/2013; 3(12):104-110. DOI:10.5430/jnep.v3n12p103
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a learner-centered paradigm.
    01/2011; 2:117-25. DOI:10.2147/AMEP.S12794
  • [Show abstract] [Hide abstract]
    ABSTRACT: This descriptive cross-sectional study was conducted with 536 Chinese nursing students to explore students' readiness for self-directed learning (SDL). The Self-Directed Learning Readiness (SDLR) Scale for nursing education (Chinese translation version) was used. The value of the content validity index tested by five experts was 0.915. A measure of internal consistency (Cronbach's alpha) was 0.925 on the total scale. Students possessed readiness for SDL with a mean score of 157.72 (S.D.=15.08, 62.3% in high level, and 37.7% in low level). The attributes of Chinese students, such as a strong sense of responsibility and perseverance, due diligence and rigorous self-discipline, enable students to take the initiative and responsibility for their own learning. The existing variation in students' readiness for SDL is helpful in identifying student characteristics that might be used to modify learning activities for these students. Senior students had higher scores for SDLR than junior students. This finding likely reflects the maturational process of developing self-directedness. Promoting SDL skills is a challenging process for faculty members and students. It is helpful if nurse educators assess the learning styles and preferences of their students in order to determine the level of SDL activities to include from year to year in the curriculum.
    Nurse education today 03/2011; 32(4):427-31. DOI:10.1016/j.nedt.2011.03.005 · 1.46 Impact Factor