Implementation of a pharmaceutics course in a large class through active learning using quick-thinks and case-based learning

This manuscript describes active learning techniques implemented in a pharm aceutics course, taught in the first professional year, with a class size o f 114 students. The main objective of this course was to produce learning i n a pharmaceutics course using active learning strategies with enhanced stu dent outcomes. The learning was facilitated by active learning strategies i ncluding quick-thinks (QTs) and case-based learning (CBL). QTs are active t hinking tasks focusing on cognitive skills such as processing of content, a pplication, analysis and evaluation, They are inserted into lectures in suc h 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 l earning objectives were developed and provided to students who were divided into several groups of four members, each member having a defined role. St udent groups reviewed the cases, identified and internalized pertinent lear ning issues, acquired information, formulated group consensus on optimum so lution, and prepared reports for class presentations. The outcome measures included a pre-, during, and end-point assessments. Active learning was suc cessfully implemented in a large class where students actively engaged in p roblem solving, assuming responsibility for their own learning. Enhanced st udent learning was evident from the assessment data.