Implementation of a Pharmaceutics Course in a Large Class through Active Learning Using Quick-Thinks and Case-Based

This manuscript describes active learning techniques implemented in a pharmaceutics course, taught in the first professional year, with a class size of 114 students. The main objective of this course was to produce learning in a pharmaceutics course using active learning strategies with enhanced student outcomes. The learning was facilitated by active learning strategies including quick-thinks (QTs) and case-based learning (CBL). QTs are active thinking tasks focusing on cognitive skills such as processing of content, application, analysis and evaluation. They are inserted into lectures in such a manner that a student is given an opportunity to think and process the lecture material as the lesson unfolds. During lectures, QTs are presented every 15 minutes with follow-up discussions. For CBL, cases with specific learning objectives were developed and provided to students who were divided into several groups of four members, each member having a defined role. Student groups reviewed the cases, identified and internalized pertinent learning issues, acquired information, formulated group consensus on optimum solution, and prepared reports for class presentations. The outcome measures included a pre-, during, and end-point assessments. Active learning was successfully implemented in a large class where students actively engaged in problem solving, assuming responsibility for their own learning. Enhanced student learning was evident from the assessment data.