Physician Assistant Teaching Effectiveness Through Incorporation of Active Learning and Interdisciplinary Pharmacy Students.

Abstract

This study evaluated exam performance and course evaluation in a physician assistant (PA) interdisciplinary active learning (IAL)-incorporated program facilitated by a pharmacist and pharmacy student. Two PA cohorts (n = 38 each) were compared using IAL versus minimal active learning (MAL). Course evaluation surveys of instruction were assessed for 2 pharmacology courses. Both cohorts were assessed for differences in exam scores and performance on higher analytical exam questions. The IAL cohort achieved higher course evaluation scores compared to the MAL cohort (p < .05). The students' positive comments demonstrated their desire for more IAL. No significant difference was seen in overall exam scores in either cohort or course (p < .45). IAL in neurology demonstrated significant improvement in exam performance on moderate Bloom's taxonomy-level questions (p = .008). IAL may enable health professionals to provide more collaborative care. The students preferred IAL and demonstrated improved performance on comprehension and application exam questions.