Abstract
Objective. To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. Design. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. Assessment. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. Conclusions. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.
Original language | English (US) |
---|---|
Article number | 150 |
Journal | American journal of pharmaceutical education |
Volume | 77 |
Issue number | 7 |
DOIs | |
State | Published - 2013 |
Keywords
- Healthcare system
- Interprofessional education
- Online learning
- Peer-led team learning