ABSTRACT
This paper examines the implementation of a problem-based, active-learning approach in the pharmacy curriculum at the Northeast Louisiana University School of Pharmacy. Over one semester, five interdisciplinary faculty (Unit Coordinators) each provided two weeks of small-group, problem-based active-learning experiences in their areas of specialization. This one semester-hour course, Pharmacy Care Lab I, employed active learning concepts in laboratory and experiential settings with the objective of correlating basic and clinical knowledge with pharmaceutical care applications. The goal of this course was to provide early professional practice experience and decision-making activities. Students were expected to develop and practice critical thinking and problem-solving skills by integrating and applying knowledge from the basic and applied sciences. Adjusting to this different paradigm of learning was challenging for students as well as faculty. Outcomes included establishing connections between the course work and experiential, problem-based education. The initial experiences with an active learning endeavor were positive and supportive of this educational methodology. They also provided support for the expansion of these learning activities to other courses.