Abstract
Objective. To use a common reading experience that engages students in academic discourse both before and during a PharmD degree program and introduces students to basic science and ethical foundations in health care. Design. First-year (P1) pharmacy students were assigned a nonfiction text to read during the summer prior to admission to be followed by facilitated discussions. Activities using the text were integrated into the first-year curriculum. Pre-experience and post-experience student and faculty survey instruments were administered. Assessment. Students and faculty members reported that 3 first-year courses used the text. Students noted that the text's historical perspective enhanced their understanding of both healthcare delivery and clinical research. Most students (78%) recommended continuation of the common reading experience activity. Conclusion. Students and participating faculty members found the common reading experience, which provided a hub for discussion around issues such as health literacy and ethical treatment of patients, to be a positive addition to the curriculum. Future intentions for this project include expansion across all healthcare colleges at the university.
Original language | English |
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Pages (from-to) | 1-7 |
Number of pages | 7 |
Journal | American Journal of Pharmaceutical Education |
Volume | 76 |
Issue number | 2 |
DOIs | |
State | Published - 2012 |
Keywords
- Basic science
- Clinical science
- Common reading experience
- Cultural competence
- Curriculum
- Ethics
ASJC Scopus subject areas
- Education
- General Pharmacology, Toxicology and Pharmaceutics
- Pharmacy