Teaching clinical problem solving in a nonprescription medication course with treatment algorithms

Two methods of teaching, treatment algorithms versus traditional format (le cture with case study integration) were compared to determine if there was: (i) a change in student test scores, and (ii) change in student ratings of the course. The sample consisted of 125 third year entry-level pharmacy st udents enrolled in a Nonprescription Medicines class. Different aspects of first aid and common cold were taught using the two different methods. Trea tment algorithms were employed for the first aid topics of abrasions, heat injuries, and broken bones. Algorithms were also used to teach the role of antihistamines in the management of the common cold. The traditional format was employed for the first aid topics of bleeding, nosebleeds, and insect stings. The traditional format was also used to teach the role of decongest ants in the management of the common cold. Student learning was measured vi a pre- and posttest questions. The number of students whose score improved from pre- to posttest on a topic was recorded. Additionally, examination te st scores as well as student ratings from two classes were compared. The re sults demonstrated there were no significant differences between teaching m ethods in the area of first aid and the common cold. However, improved exam ination scores as well as student evaluations of the course were associated with use of algorithms. Treatment algorithms are a different approach to c lassroom teaching and in some instances may enhance learning in some areas of nonprescription drug therapy.