Integration of mentored self-directed learning (MSDL) through both group and individual presentations in an accelerated modified block program.

ABSTRACT

BACKGROUND AND PURPOSE: Project aim was to examine the feasibility and logistics of mentored self-directed learning (MSDL) through group and individual presentations in an accelerated modified block curriculum. Perspectives of students and faculty members toward the incorporation of MSDL were also explored. EDUCATIONAL ACTIVITY AND SETTING: During a two-week pharmacotherapy block, students made group presentations requiring two elements a case presentation on curricular content (Element-1) and an inclusion of "novel" information students did not receive didactically (Element-2). Curricular content for Element-1 stemmed from a pharmacotherapy course on gastroenterology and nutrition, and individual presentations were scheduled during a semester-long skill-based course. Surveys on student perspectives were conducted at baseline, after group presentations, and after individual presentations. Faculty members also provided feedback and evaluations. FINDINGS: Whereas 58% of students considered a case presentation (Element-1) more valuable for their learning than inclusion of Element-2, 78% of faculty's responses indicated the incorporation of both Elements was valuable. For the following individual presentations, 73% of students were willing and able to present a topic not extensively addressed in the didactic curriculum by employing MSDL. Students improved their confidence in preparing and making presentations for peers and faculty/preceptors through the MSDL activities (p < 0.025). At the end of this project, the faculty determined 88% of students were ready to give a presentation considered appropriate for Advanced Pharmacy Practice Experience. DISCUSSION: MSDL through group and individual presentation activities were feasible and provided a valuable learning experience for students in an accelerated modified block curriculum.