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2011

Table of Contents

List of Leahy Faculty Award for LearningInnovations Finalists

Name Title of Educational Practice Page

Curtin, Lindsay B. Impact of Computer Based 04Finn, Laura A. Simulation on Learning ObjectivesCawley, Michael J. in Mannequin Based Simulation

Earl, Grace Evaluating the Quality of Online 09Discussion Forum Posts to ImproveTeaching Methods that PromoteCritical Thinking in PreprofessionalStudents

Halpern, Paul Experiential Physics: Exploring 20Physical Principles aroundCampus

Packel, Lora The Impact of Hearing Versus Seeing 24Feedback on Written Assignments

Abstracts can accessed at ht tp ://www.usp.edu/teaching/innovations/

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List of Abstracts in this Document of Innovations

Name Title of Educational Practice Pages

Brunner, Bernard J. Effect of Using a Worksheet 02To Enhance Longer TermRetention of a Concept

Curtin, Lindsay B. Impact of Computer Based 04Finn, Laura A. Simulation on Learning ObjectivesCawley, Michael J. in Mannequin Based Simulation

Earl, Grace Evaluating the Quality of Online 09Discussion Forum Posts to ImproveTeaching Methods that PromoteCritical Thinking in PreprofessionalStudents

Everett, Justin Using Visual Rhetoric to Create 18

Transferability of Crit icalThinking and Argumentation Skill

Halpern, Paul Experiential Physics: Exploring 20Physical Principles aroundCampus

Johnston, Therese E. Journaling for Reflection on 22Teaching

Packel, Lora The Impact of Hearing Versus Seeing 24Feedback on Written Assignments

Abstracts can accessed at ht tp ://www.usp.edu/teaching/innovations/

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List of Abstracts in this Document of Innovations

Radwick, All ison E. Using MeduMaZe to Simulate the 28

DMello, Anil Drug Development Process

Scholt z, Jean M. Creating Future Pharmacy 30Tietze, Karen J. Educators Through Innovative

Experiential Learning

Spinler, Sarah Starbucks Chat 34

Talcott, Samuel Ethics Research Project 36

Tietze, Karen J. What Can You Do With A 38Fishbowl?

Abstracts can accessed at http://www.usp.edu/teaching/innovations/

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Document of Innovations

At the University of the Sciences in Phi ladelphia2011

The Teaching and Learning Center of the University of the Sciences inPhiladelphia is proud to produce the twelfth annual Document ofInnovations. This document contains abstracts of the finalist s for theLeahy Faculty Award for Learning Innovations and for the Bright Idea

Award. Previous editions of the Document of Innovations have beenrecognized as one of the best ways to know how faculty are teaching.

Many of these Leahy submissions reflect true Scholarship of Teaching andLearning. Some of these faculty are ready to submit or have alreadysubmitted their ideas to peer reviewed professional journals. We giveBright Idea Awards for creative ways to teach, or assess students,including the use of educational technology.

The overall goal of this document is to improve teaching and learning. Acompi lation of all the teaching practices into a book allows others to learnabout these ideas and adapt them. This document provides faculty ideasthat have worked with our students.

This document is dis seminated on the web throughout the campus and tointerested people outside the University to g ive increased recognit ion toindiv idual faculty who st rive to improve their teaching as well as otherswho enable students to learn more. Hopefully, this document will helpfaculty to collaborate on new ideas and will i nspire others to try newmethods to improve their teaching and learning.

All of the faculty welcome feedback on their ideas. If you use or adapt aninnovation, please give the author credit and tell the original instructor howit worked.

To submit a descrip tion of an educational innovations for next yearsedition, please see http://www.usp.edu/teaching/innovations/

Phyllis Blumberg, Ph.D.Director of the Teaching and Learning CenterMay 2011

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Title of Innovation: Effect of Using a Worksheet to Enhance Longer TermRetention of a ConceptName of Innovator: Bernard J. BrunnerTelephone Number: 215-596-8898 Email Address: [email protected]

Department: Mathematics/Physics/Computer ScienceType of Students: 2nd Year (Bio, PT, Pharm Tox, Pre-Professional)Type of course or activi ty where implemented: RequiredLeahy Innovation Submission: NoCourse or activ ity where implemented: Introductory Physics II

Describe rationale or goals of innovative educational activi ty:

In previous years a question about the forces that two unequally chargedspheres exert on each other, was initially answered correctly by only a smallpercentage of students (


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Describe student reaction to the innovation:

No reactions were sought, however, the students seemed very pleased whenthey were told that the percentage of correct responses on the last try was the

highest ever obtained by a wide margin.Will the innovation be sustained within the course? YesIf Yes, will you do anything dif ferently? No

Will you implement this innovation in other courses? NoDescribe the other courses: N/A

What advice would you give to other people adapting this innovation?

Try to find or develop materials which reinforce concepts in various settings.

Do you want this abstract to be considered for a Bright Idea Award? Yes

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Leahy Finalist

Title of Innovation: Impact of Computer Based Simulation on LearningObjectives in Mannequin Based SimulationName of Innovator(s): Primary: Lindsay B. CurtinCo-innovators: Laura A. Finn, Michael J. CawleyTelephone Number(s): Lindsay Curt in: 215-596-8759,Laura Finn, 610-457-4209, Michael Cawley, 215-895-3136Email addresses: [email protected];[email protected]@usciences.edu Department: Pharmacy Practice/Pharmacy Adminis trationType of Students: Doctor of Pharmacy Students in the 3rd Professional

YearType of course or activi ty where implemented: RequiredLeahy Innovation Submission: YesCourse or activi ty where implemented: ACLS Laboratory in PP568: PracticeLab and Case Studies IV


To prepare pharmacy students in the provision of pharmaceutical care, didacticeducation must move beyond traditional paper patient cases by usingeducational activities which simulate actual patient scenarios requiring studentintervention. When used to master both basic life support (BLS) and advancedcardiac life support (ACLS) skills, this active learning technique fits nicely with theprogram core competencies including, independent analytical thinking,proficiency in knowledge, the practice of skills of applied pharmaceuticalsciences, and functioning as an integral member of a health care team. Due tothe recent emergence of a variety of simulation methods, a need exists todetermine optimal means for incorporating simulation in the classroom,particularly in course planning and implementation of multimodal simulation.

Simulation has been part of the Philadelphia College of Pharmacy curriculum invariety of forms for over 10 years including the use of a high-fidelity mannequinthat can respond physiologically to programmed interventions. Recent acquisitionof computer-based simulation (CBS) program and the encouragement of the

Accreditation Council for Pharmaceutical Education (ACPE) to incorporate activelearning, including simulation, challenged educators to implement multi-modalsimulation. Barriers to simulation use include cost of software licenses for CBS,maintenance of mannequin-based simulation (MBS) equipment, and limits offacilitator time to lead MBS. Improving student learning is the focus andmotivation to investigate this issue. Our objective was to evaluate how CBS prior

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to MBS impacts learning outcomes including the demonstration of clinical skillsand critical thinking, in the classroom.

Describe the innovation and its implementation:

Development :Historically, learning objectives of MBS activities centered on the responsibilitiesof a pharmacist as an ACLS team member including correct selection of drug,correct medication dosing, and accurate calculations. The current innovationfocused on the role of the pharmacist, but transcended previous simulation byintegrating CBS and MBS in the activity. Other changes included pre-simulationpreparation, skills and critical thinking assessment methods, instructor feedbackmethods, and student satisfaction assessment.

Innovation :This innovation, an IRB-approved study, used CBS before MBS to enhance the

student's ability to demonstrate skills and use critical thinking to apply complexprinciples to practice. The primary objective compared patient survival in MBS.Secondary objectives compared team completion of individual BLS skills,completion of all BLS and ACLS skills in the appropriate sequence, andevaluation of student perceptions and satisfaction of MBS and CBS activities.

Implementation: Students attended an in-class orientation to ACLS given by an ACLS certifiedfaculty member. Students received education on the roles and responsibilities ofthe members of an ACLS treatment team and completed pre-reading on BLS and

ACLS. In class, students worked in collaborative groups of five or six in both CBSand MBS. Each student played a role in MBS including: recorder of ACLSactivities, performer of chest compressions, providing manual ventilations, teamleader, or pharmacist. Teams were assigned to two groups: MBS first or CBSfirst. The MBS first group completed MBS in the first hour of class and CBS in thesecond hour of class. The CBS first group completed CBS in the first hour ofclass, then MBS in the second hour of class. One facilitator observed all MBSgroups and recorded demonstration of skills and clinical decisions on a pre-determined, standardized rubric developed by four critical care pharmacotherapyspecialists certified in ACLS.

Describe any changes in the implementation:

No significant changes were made throughout the implementation of the project;however, significant changes were made to the innovation after the data wereevaluated. When developing the protocol for a subsequent study on simulation,changes included type of orientation (didactic orientation changed to watching a10 minute ACLS video using MBS), baseline assessment of student expectationswith post-activity assessment (changed from post-activity assessment only),

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update of rubrics to reflect changes from the release of new ACLS guidelines,and implementation of a pre and post video quiz to assess knowledge.

Describe outcomes, and the implications of the innovation:

Outcomes: There were no significant differences in student characteristicsincluding pharmacy internship experience and specialized certifications. TheCBS first group achieved learning outcomes, including the primary objective,more frequently than teams in the MBS first group (41.2% vs. 5.6%; p = 0.018).These results suggest that sequencing CBS prior to MBS results in greaterachievement of learning objectives. Teams in the CBS first group more frequentlydemonstrated select individual skills and the entire sequence of BLS. These datado not suggest that CBS prior to MBS improves critical thinking, as the majorityof the impact on the primary objective appears to be influenced by the completionof basic skills in proper sequence.

Preliminary analysis of the follow up study (watching a 10-minute video beforesimulation activities) shows an improvement in overall achievement of theprimary learning objective of survival compared to historical survival rates: 45.1%vs. 22.8%, respectively. In addition, the CBS prior to MBS impacted achievementof primary learning objectives when compared to MBS alone, even when allstudents were prepared by watching the video (66% vs. 26% achievement; p =0.004). These preliminary data show that CBS maintains its impact onachievement of learning objective in MBS even when students receive extrapreparation with a video. One may conclude from both projects that compared topre-reading alone and pre-reading plus orientation video, CBS is the superiormethod of preparation for MBS.

Impact: Data from this study can be used in course planning when using MBS and CBSin education. If multi-modal simulation is available, these data suggest theinstructor should choose a computer-based application prior to a live simulationsuch as MBS. These data can be extrapolated to disciplines that use CBS orMBS practice of skills sets including flight simulators for pilots and astronauts,training exercises for military recruits, business management personnel, andother medical professionals. Lastly, these data generate additional questionsincluding "how many times should CBS and MBS be repeated to master a givenskill?" and "how long before MBS can CBS occur before the value of CBS islost?"

Reflect on what is working and why it is working:

Using this simulation strategy engages students while providing "hands-on" ortactile stimulation to make therapeutic decisions. Students are able to work as ateam to practice the guidelines with a program which allows immediate feedback.

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Subsequent CBS allows the team to improve skills based on this feedback inadvance of working in the more stressful environment of MBS. MBS allows theteam only one opportunity to make decisions with no immediate feedback oropportunity to "redo." The reason this innovation works is that through multi-modal simulation, students see first -hand the value a pharmacist adds to an

ACLS team. Facilitators record interventions on a detailed rubric whichstandardizes the way MBS is assessed, and when all rubrics are considered, canreveal areas of development and further education for the students.


The majority of students reported enjoying the activity and feeling prepared forthe activity by reading. Students in the MBS first group were less confident thanstudents in the CBS first group. Students recommended the continuation of theactivity; however, students in the MBS first group preferred to complete CBS first.Students in the CBS first group did not prefer to complete MBS first.

Will the innovation be sustained within the course? YesIf Yes, will you do anything d ifferently?

The innovation continues to be a subject for study. We will continue to changeparts of the simulation and preparation for simulation to optimize studentachievement of learning outcomes within the confines of a traditional lab course.Future changes likely will include completion of CBS prior to MBS to improvestudent achievement of learning objectives.

Will you implement this innovation in other courses? YesDescribe the other courses:

PP547: Critical Care Therapeutics is a course that currently uses simulation toteach advanced therapeutic concepts such as therapeutics of toxicology andidentification and treatment of cardiac rhythms. This data may impact howsimulation is used in this class.


Carefully consider the skills that are to be practiced in simulation. MBS is timeconsuming for the facilitator, so before using simulation one must plan carefullyfor optimal group sizes, length of simulation cases, and standardized evaluationof the case if graded.

Additional Comments:

Future Directions: After a comprehensive analysis of the second project insimulation, the research team intends to investigate how soon before MBS doesCBS simulation have to take place in order to maintain the effects of CBS on

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achievement of learning outcomes. This information may help with courseplanning and increase teaching effectiveness.


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Leahy Finalist

Title of Innovation: Evaluating the Quality of Online Discussion ForumPosts to Improve Teaching Methods that Promote Critical Thinking inPreprofessional StudentsName of Innovator: Grace EarlTelephone Number: 215-596-8940 Email Address: [email protected] Department: Department of Pharmacy Practice and AdministrationType of Students: Doctor of Pharmacy students, preprofessional year 2Name of activi ty or course where implemented: RequiredLeahy Innovation Submission: Yes

Describe rationale or goals of innovative educational activi ty

A new course was designed to educate preprofessional students about thehealthcare system and promote understanding of the role of pharmacists inimproving patient access to care, quality of care and patient safety. The

Accreditation Council for Pharmacy Education standards address inclusion ofcollege level coursework to enable students to understand their role ashealthcare providers. 1 Coursework should also engage students in developingcommunication skills. 1 Preprofessional coursework includes basic sciences,math, and physical sciences. 1 Behavioral and social sciences as well ashumanities should also be included in the curriculum.

The course, Introduction to Pharmacy and Healthcare, is a required, one-creditcourse offered during the preprofessional year prior to progressing to a 4-yeardoctoral health professional program The course content was listed in thesyllabus and introduced the students to pharmacy practice models, governmentagencies involved in providing health programs, and government regulation onthe profession. The instructional methods used in the course includecooperative learning, active teaching, and team-based learning.

New terminology is introduced such as the Medication Therapy Management(MTM) which describes a pharmacy practice model involving a total approach toevaluating patients, making recommendations to modify drug therapy, andmonitoring drug therapy to insure beneficial outcomes. Other terminologyaddresses specific pharmacy practice models (i.e., community, ambulatory care,hospital pharmacy practice), drug administration (immunizations), medicationerror prevention, and health information technology.

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Students assigned to teams develop a 10-12 minute video recording of theirhealthcare presentation. Recording software captured the teams presentationplus their PowerPoint slides. The recordings were accessible through the coursewebpage adding flexibility as the presentation is available for asynchronousviewing. The course enrollment ranges from 125-150 students for each

semester. This large classroom setting poses a barrier to engaging students inface-to-face discussions on the topics. The Discussion Forum Post assignmentwas a capstone assignment scheduled at semesters end. A Discussion Forumis a web-based tool enabling students to post.asynchronous comments as wellas respond to other student comments using a threaded discussion. Originally,the assignment was called a Peer Assessment. Students were asked to viewthe student team presentations then post comments on the impact of thehealthcare issue on patients or healthcare professionals. The aim of theassignment was to promote critical thinking and facilitate application of newmaterial which translates into skills that can be carried beyond graduation.

Student postings were often insightful. An example of a post that effectivelyintegrated new material on beneficial outcomes associated with pharmacyservices was MTM is very important because it reduces healthcare costs. Bymaking MTM more available, hospital visits would decrease. This is becausepharmacists take an active role in ensuring that patients understand how to taketheir medications properly. However, at times the posts were vaguegeneralizations. For example, one student posted this comment on MTM, ..did awonderful job promoting the importance of the individual patient. Their topic waspresented in a very clear and understandable manner. Terrific job on creating(sic ) the patients needs.

Due to placement of the course in the preprofessional curriculum, students lackreal-world experience and a clinical foundation to apply the material. Also, theoriginal assignment instructions were not explicit. Changes were needed toassist the students in integrating their knowledge and utilizing discipline-specificterminology.


The Discussion Forum assignment instructions were modified and expanded topromote student reflection and application of new knowledge during Semester 2.The Discussion Forum instructions directed students to address 4 questionsnumber of factors were considered in making the Discussion Forum assignmentinstructions more explicit. Students have a preconceived notion of a topic soasking them to share their misconceptions gave them an opportunity to expresstheir ideas using their own voice. Marilla Svinicki, PhD, expert in active teaching,promotes this practice as students are likely to access their own pool ofknowledge which is the first step in learning. 2 For example, one student had amisconception that ambulatory care pharmacy concerned situations whenmedications are given to patients in an ambulance. Fortunately, they had a

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revelation after viewing the presentation on ambulatory care pharmacy practiceand now understood that this topic dealt with outpatients. Some students havework experience and were able to expand on their posting by relating tosituations from working as a pharmacy technician. Students also shared theirown experiences or the experiences of a family member to reflect on a

healthcare issue from the perspective of the patient.Describe any changes in the implementation:

When grading the Semester 2 Discussion Forum, students continued to postcomments that were vague such as I learned a lot or This is an importanttopic. The students comments were formally analyzed to determine trends inthe frequency of addressing patient outcomes. Each discussion forum post wasevaluated and each topic was given 1 point if at least one student commented onquality, safety, and access to care. The analysis revealed that students were noteffectively linking the content. A new approach, or new paradigm, was

developed to deliver the content to appeal to the students from their perspective.The new course paradigm would take a student-centered approach and improveorganization of the content. During orientation, the new paradigm wasintroduced, and the instructor posed a question that asked them to consider howeach area would affect their role as a pharmacist. The content was divided intofive areas: education and training; delivering pharmaceutical care; professionalorganizations & advocacy; government regulations; and healthcare payors andmanaged care. The topic, or content, of each class was organized by each ofthe 5 categories. The categories were presented in the syllabus starting insemester 3 and were also reinforced on the course webpage.

The class was redesigned using an iterative approach to learning by usingmodeling. Modeling critical thinking in the classroom was designed to facilitatethe application of their knowledge. During the Semester 3, a video recordedstudent presentation was shown during class, and the instructor modeled theapproach to develop a post with sufficient depth and integration of coursecontent. In addition, sample POSTS representing a below average andexemplary post were presented on the screen so students could compare andcontrast the quality of the posts.

The assignment instructions during Semester 3 utilized the same questions asSemester 2 but now students were required to address each question. Toemphasize the importance of the capstone assignment, the mid-term exam waseliminated from the course. For Semester 3, the weight of the Discussion ForumPost was increased to 40% of the total grade and students were required to view4 video presentations and make 4 posts.

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Qualitative and quantitative data were evaluated including Discussion ForumPosts, assignment grades and final course grade. Qualitative analysis of postsduring the Semester 1 semester revealed minimal depth as 34% addressed

quality of patient care, 27% addressed safety, and 17% addressed access tocare. Students were not utilizing the threaded discussion feature of the onlinediscussion technology. They were not responding to specific statements fromother students even though they had access to review those comments. Futureefforts should aim to provide real-time feedback to students to promotecollaborative interactions. Informing them that the discussion forum is monitoredby the instructor may also motivate them to use the threaded discussion. 3

A post from Semester 1 shows that students were not integrating courseterminology or concepts.

The team was able to convey their topic (MTM) accurately and effectively. Theydid this by proving that pharmacists are important for this health issue and will beable to make patients the number one priority. Overall, it was a convincingargument that followed the guidelines that were specified.

For Semester 3, there was meaningful improvement in the frequency ofaddressing all 3 categories.

Sample posts from Semester 3 illustrate the range of the quality. An example ofa below average posting on Compounding Pharmacy is

This group was very informative in regards to the roles and duties of aCompound Pharmacist. I learned which patients might need the help of theCompound Pharmacist.

OR

I was interested to learn what exactly a compounding pharmacist is responsiblefor. The statistics provided a wide range of information.

An above average post was

I found the presentation on compounding pharmacy to be extremely informativeand interesting. I was unaware of the different tasks performed by acompounding pharmacist. Compounding pharmacists combine medications todevelop customized medications with possible flavors, different dosages andforms. These pharmacists provide 1% of medications used today for patientswho have allergies or physical problems with shelf medications.

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were scaled to the 4 explicit questions provided in the instructions. A new rubricwould be a useful addition to the assignment and should be designed to promotea fair and consistent appraisal of the scope and depth of the studentssubmissions. 3

In viewing the impact on their overall grade, there was a trend toward anincrease in the mean Final Course grade with each successive semester.Eliminating the midterm exam and replacing it with a capstone writingassignment that served as a summative assessment had a neutral or smallbenefit on overall class performance. When the weight of the assignment wasincreased to > 10%, the students placed a value on the assignment and madethe effort to submit their discussion forum post.


This capstone project enabled students to express their ideas and also share

what they learned with their peers. Generating ideas for the discussion forum isan active process

that promotes learning. Students have to access their memory when developingtheir post which is an effective learning strategy as compared to multiple choiceexams where students passively recognize correct answers. 2

The purpose of the discussion forum as a capstone assignment was to improvecritical thinking skills. The forum engaged students in developing communicationskills through writing brief commentaries after viewing health topic presentations.There is a relationship between enhancing written communication skills which isassociated with improving critical thinking skills. 4 The design of the coursecreated a blended learning experience by offering classroom and online learning.This facilitated delivery of formative assessments and also appealed to studentswith different learning styles. The combination of multiple instructional methodsused in this course, such as active teaching and cooperative learning, engagesstudents more effectively in learning and improves student attitudes. 4 Criticalthinking skills are an asset as students progress to the professional curriculumand also begin to seek positions as pharmacy interns.


The course uses Cooperative Learning by engaging students in peer teaching.Students have the freedom to select the video presentations of their choice forviewing. The top 3 categories, with over 30 student posts each, wereCompounding Pharmacy, Chronic Disease Registries and the Food and Drug

Administration. The team presentations are an excellent tool that promotespeerto-peer teaching and students respond positively to learning from theirpeers.

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As preprofessional students, they are inquisitive and curious about their chosenfield of study. Many of the topics describe novel pharmacy practice roles such asambulatory care, MTM, and the Patient Centric Model (appointed-basedscheduling with synchronized medication refills). Students requested a new topic(Nuclear Pharmacy) which was added to other topics such as Immunization

Pharmacist and Compounding Pharmacy. There were many posts from studentsindicating they learned something new. The breadth of the presentations allowedthe teams to expand on material taught during class by the instructor. Forexample, one student remarked positively that they learned some additionalinformation after viewing the student presentation on Medicare.

A student commented from semester 1 that they liked Video recording of grouppresentations was new and interesting and learning about healthcare reformand things that are related to pharmacy.

In reviewing the student evaluations from semester 3, there were no specific

comments regarding the discussion forum posts. One student commented onthe course as Informative course with very manageable workload. I liked how itwas organized so that each week someone new would talk to us about a differentarea of pharmacy. The next comment addressed the scope of the course asthey liked the multiple views of pharmacy that were explained to us. Onestudent was forward thinking and remarked It was an interesting way to startthinking about what I would like to do in Pharmacy.

Another student was dissatisfied and expressed The fact that we had to work ingroups. I prefer working on presentations by myself. Regarding the courseworkload, someone offered That there were no exams but was research basedwork ( sic ).

Will the innovation be sustained within the course? Yes If yes, will you do anything differently?

The modeling activity used in Semester 3 may or may not have been effective asstudents did not receive formative feedback on their own posts. For Semester 4,a homework assignment was added that shifted responsibility of the assignmentsto the students. Assigning the homework early in the semester afforded anopportunity for formative assessment to enhance students self-assessment oflearning. The instructor posted feedback comments to students directly on theOnline Discussion Forum. Students were given an opportunity to revise theirposts if they did not meet the expectations. Another advantage was allowing thestudents to practice using the online forum and increasing familiarity with thethreaded discussion features.

Future goals include developing a rubric that sets up the criteria, performancestandards, and performance descriptors. 3 The criteria would address style(grammar/spelling), impact/influence related to pharmacist and pharmacy

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practice models, impact/influence related to patients, and impact/influencerelated to external organizations (insurance/government agencies/regulation).The instructor should be explicit in explaining the purpose of the discussionforum assignment and direct students to use discipline-specific terminology informulating their posts. The rubric should also be designed to reward students

for posting threaded discussions thus promoting collaborative learning.3

Will you implement in other courses? No


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References

1. Accreditation Council for Pharmacy Education. Accreditation standards andguidelines for the professional program in pharmacy leading to the Doctor ofPharmacy degree. (Effective: July 1, 2007). Chicago: Illinois. 2011.

2. Svinicki M. Ten benefits from active learning drawn from theory. Austin:Texas. University of Texas at Austin [c2011; accessed 2011 Mar 18]. Availablefrom:http://www.utexas.edu/courses/svinicki/398T/Ten%20Benefits.htm

3. McNamara J, Burton K. Assessment of online discussion forums for lawstudents. Journal of University Teaching & Learning Practice 2009;6(2).

4. Boyce EG, Lawson LA. Preprofessional curriculum in preparation for Doctor ofPharmacy educational programs. Am J Pharm Ed 2009; 73 (8): Article 155

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Title of Innovation: Using Visual Rhetoric to Create Transferability ofCritical Thinking and Argumentation SkillName of Innovator: Justin EverettTelephone Number: 215-596 8736; Email Address: [email protected] Department: Writing Programs and Writing Center

Type of Students: firs t yearType of course or activity where implemented: Required, CoreCurriculum/General EducationLeahy Innovation Submission: NoCourse or activity where implemented: WR 102


The activity teaches the students to transfer skills learned for written argumentsfor a different audience in another media and rhetorical context.

Describe the innovation and its implementation:The activity has three phases. Students first write a brief written argument in theform of an editorial for a newspaper or online forum. Second, students learnabout basic elements of visual design, including text, image, color, andcomposition. Because the images use very few words, students have to developinnovative ways to persuade their audiences while still making an argumentbased in logic (claims + reasons). Finally, students have to submit the visualargument (usually a poster created in MS Word) with a memo explaining how theimage uses the rhetorical principles of logos, ethos, pathos, and kairos toaccomplish the same goal as the written argument.


The memo was added this year. This provides students an opportunity to engagein reflection and better understand how and why the visual argumentaccomplishes the rhetorical goals of the editorial, but using different tools(images, color, and spatial arrangement in addition to minimal text).


Student performance on the longer researched argument that follows theassignment demonstrates increased sophistication in making arguments,especially in terms of utilizing the rhetorical appeals of pathos, ethos, and kairos.

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Engaging in visual rhetoric in concert with written arguments on the same topicincreases transferability of writing skill. Students are able to interpret rhetoricalcontexts and apply them to new forms of communication--written or otherwise--in

new ways.Describe student reaction to the innovation:

Students love the assignment. They have a lot of fun creating the visuals andsharing them in class. They better understand the rhetorical appeals and whythey are using them.


At present we evaluate "opinion advertisements," "op-ads," in class to prepare forthe assignment. I would like to include analysis of commercials and YouTubevideos, which add another element: time.


WR 333: Professional Writing


Select "op-ads" based on topics students are researching for their otherassignments. It creates greater investment in the project.


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Leahy Finalist

Title of Innovation: Experiential Physics: Exploring Physical Principlesaround CampusName of Innovator: Paul HalpernTelephone Number: 215-596-8913 Email Address: [email protected] Department: Mathematics/Physics/Computer ScienceType of Students: Second Year PharmDType of course or activi ty where implemented: RequiredLeahy Innovation Submission: YesCourse or activity where implemented: Elements of Physics (PY 205)

Describe rationale or goals of innovative educational activi ty:Research has shown that when students practice skills through hands-onexperiences, they find these principles more relevant than through pure lecturing.Campus sites offer a perfect opportunity to show that physics is everywhere, not

just an abstraction in students' textbooks. To implement this learner-centeredinteractive strategy I have developed a sequence of predictions, demonstrationswith direct student involvement, the opportunity for student discussion, and finallya re-examination of the predictions.


Over the past few years I have developed a physics teaching strategy that makesuse of familiar sites on campus as opportunities for demonstrations of physicalprinciples. For example, we have used the pool tables in the ARC to demonstratecollisions, the elevator in Griffith Hall to show the effects of acceleration on ascale, the playground next to Rosenberger to demonstrate conservation ofenergy, and so forth.


I have needed to adjust the size of the groups based upon the number ofstudents in each section. I have added more demonstrations.


Through pre and post-surveys I recorded an improvement in studentunderstanding of the concepts addressed.

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I gave pre-and post-surveys of how students understood various concepts suchas accelerated vs. non-accelerated frames and elastic vs. inelastic collisions, andsaw notable improvement. I think that was because the experiences helped

students perceive the concepts in a more tangible way.Describe student reaction to the innovation:

In fall 2010, I distributed a survey to students asking them to rank the helpfulnessof various aspects of the course. Of the 41 students who responded, 80% ratedthe campus-based demonstrations as either "Helpful" or "Very Helpful" I havealso received positive verbal feedback about the experiences.


I will continue to seek other locations on campus that offer opportunities todemonstrate physics concepts.

Will you implement this innovation in other courses? Yes

Describe the other courses:

Introductory Physics I (PY 201)


I would suggest that instructors allocate enough time to allow students toexperience the demonstrations in small groups and in a relaxed, unhurriedfashion.


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Title of Innovation: Journaling for Reflections on TeachingName of Innovator: Therese E. Johns tonTelephone Number: 215-596-8682 Email address: [email protected] Department: Physical TherapyType of Students: 5th year PT students

Type of course or activi ty where implemented: RequiredLeahy Innovation Submission: NoCourse or activity where implemented: PT 529


For PT 529 for the spring of 2010, I decided to write a journal of my teachingexperiences. These experiences included reflections on lecture and lab activities,student projects, student issues, examinations, and guest lecturers. I choose todo this to better reflect on my experiences and to be able to make changesduring the semester and for the following year.


Every week, I would reflect on the activities of the week. Some reflectionsinvolved my feelings about how all went as well as asking myself questions. Isometimes included questions to which I had no answers to make sure that Isought advice and answers from others.


I used the journal to make changes in the course for the current semester anddecided to continue with journaling for this class.


As this activity was more self-directed, there are no measurable outcomes for thestudents. However the benefits to the students are that I am continuing to growas a teacher and thinking more about my specific strengths and weaknesses andthe way the course is structured.


This tool has been valuable to me. As I was writing this year's syllabus, I read mypast reflections and used them to make changes. I also used them to evaluatemy own teaching.

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The students were unaware that the journaling was occurring. However I didreflect on the course evaluations and made the current students aware that Imade changes to the course based on the evaluations.


The process won't change but I hope that my reflections will be at a higher level.


I plan to implement it in PT 601, my other course.

What advice would you give to other people adapting this innovation?Use this tool to help you better reflect on your teaching and provide you withvaluable information that can be used in the future.


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Leahy Finalist

Title of Innovation: The impact of Hearing Versus Seeing Feedback onWritten AssignmentsName of Innovator: Lora PackelTelephone Number: 215-596-8678 Email Address: [email protected] Department: Physical TherapyType of Students: First professional year Doctor of Physical TherapyType of course or activi ty where implemented: RequiredLeahy Innovation Submission: YesCourse or activity where implemented: Pathophysiology I

Describe rationale or goals of innovative educational activi ty: Audio feedback was trialed in a pathophysiology course to help determine itsimpact on student learning, writing effectiveness, and course satisfaction ascompared to the traditional method of written feedback. There have beenprevious reports that audio feedback may enhance one's ability to providedetailed feedback to students as well as convey nuances that may be lost inwritten format (Ice, Curtis, Phillips & Wells, 2008 & Bunyan, King, & McGugan,2008. There has been limited published research that compares audio andwritten feedback for student learning and satisfaction.


This innovation took place in Pathophysiology I, a foundational course in the firstprofessional year of the Doctor of Physical Therapy program. This class uses amodified problem based learning format to teach pathophysiology concepts. Inaddition to learning content, an objective of this course is to improve writtencommunications skills. Students work in groups of four to determine the correctdiagnosis for a patient case as well as the common presenting signs, symptoms,diagnostic tests, medical interventions and physical therapy implications for eachcondition. To assist students in synthesizing this information, they are required towrite a comprehensive case summary. The students write three case summariesover the course of one semester.

The written case summaries are graded based on a standardized rubric thatassesses both content accuracy and writing skill.

Students in the class were randomized to receive either audio or writtenfeedback on their case summaries.

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Audio feedback was embedded through an audio file in each case summary atthe point where the instructor wanted to comment. At the end of the paper,students received an audio report of their grade based on a standardized rubric.To listen to the audio feedback, students clicked on the icon of a speakerembedded into their papers.

Students who were randomized to receive written feedback had professorcomments handwritten into their case summaries. They also received a copy ofthe rubric with their earned score.Course evaluations were used to collect quantitative and qualitative data forgroup comparison.

Describe any changes in the implementation: None


There was no difference in means for the final course grades between the audio(A) and written (W) groups at the end of the semester (Mean A: 85.1, std.deviation 3.93, CI 83.625-86.627; Mean : 86.2, SE 3.19, CI 84.706-87.644). Thefinal course grades included three written case summaries as well asexaminations and participation.

When looking at the difference between groups using only the case summaries,there was borderline significance with p=.05, favoring the audio feedback group(mean A 90.4, SE .753, SD = 5.889, CI 88.948-91.924; mean W 88.3, SE .769,SD = 6.864, CI 86.789-89.828). Although the difference between the groups wasborderline, this could mean the difference between earning an A- versus a B+ fora student.

On the course evaluations, the students reported:

40% of the audio group strongly agreed that this was a good course compared to23.8% of the written group.

23.8% of the written group strongly agreed that the written feedback was helpfuland 47.6% agreed that it was helpful. 31.8% of the audio group strongly agreedthat the audio feedback was helpful while an additional 42.9% agreed with thisstatement. When combining the categories of "strongly agree," and "agree," therewas little difference between groups (W 71.4%; A: 74.7%)


There was a favorable response to the audio feedback from the students and theinstructor. Audio feedback may be useful for those whose learning style isauditory. In addition, the instructor was able to provide more detailed comments

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using the audio file than could have been achieved with the written format in thesame amount of grading time.


Additional feedback was collected through an open text response on the courseevaluation which asked for comments about the use of audio or written feedbackin the case studies.

Here is a sample of responses.

"I liked the audio feedback because I felt that I paid more attention to your insightbecause it felt as though you were speaking to me directly. Whereas if thefeedback had been written I would have just read over the statement withoutmuch thought."

"I thought the audio feedback was a great idea. It was quick and easy tounderstand rather than struggling to read a professors handwriting."

"I liked the audio feedback so much better.. It was really helpful in improving mypaper.

I liked having the audio clip at the end of each paragraph or where it needsimprovement."

"The written feedback was enough for me to understand where I lost points andhow I could have made my paper more of a success."

I think that if we had both audio and written we would be able to visually seewhere we went wrong. This is easier for visual learners."


Mac users were not able to hear the audio feedback. In the future, I need to finda program compatible with all computers.


I may use audio feedback in other courses to provide both formative andsummative feedback on assignments, projects & lab work.

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Prior to the semester take time to learn the audio program. This will speed upgrading when the semester begins.


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Title of Innovation: Using MeduMaZe to Simulate the Drug DevelopmentProcessName of Innovators : All ison E. Radwick, Anil D'MelloTelephone Number(s): 610-888-2114, 215-596-8941Email Address(es): [email protected] , [email protected]

Department: Pharmaceutical Sciences DepartmentType of Students: B.S. Pharmaceutical SciencesType of course or activi ty where implemented: RequiredLeahy Innovation Submission: NoCourse or activity where implemented: Pharm Sci Orientation II-11SP-PH203-01


This course introduces students to the different areas of the Drug DevelopmentProcess and familiarizes them with FDA regulations pertaining to each of these

steps. At the end of the student presentations, the MeduMaZe game allowed thestudents to integrate all of the concepts learned in a group setting.


The MeduMaZe game represents a simulation of the entire drug developmentprocess and allows the students understand the 'The Big Picture' of drugdevelopment including key learning points about:

*Early Discovery & Development*Full Development & Clinical Studies*Regulatory Review & Approval.

The game provides an understanding of where different scientific andcommercial disciplines contribute at different stages so they may interactappropriately and deliver high quality science and effective products withmaximum efficiency.

MeduMaZe brings global drug development to life and teaches the importance ofgood science and planning in a relaxed and enjoyable atmosphere of monopolyformat.


This is the first year using the MeduMaZe game in this class and the fourth yearDr. D'mello and I have worked together in this course. We will definitely use thegame again next year and depending on the number of the students more teamsmay be added. Having the students more invested in the product they are tryingto get to market would be help the student in navigating the game.

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The game was very well received by the students and the facilitators, Drs.Radwick and D'mello.

All students felt the game should be played next year as well. Many of the eventcards included ideas discussed in class, such as animal testing, IND, etc. Thegame aided in understanding the drug development process and what problemcould be faced during the process. The game allowed the students to use whatwas learned throughout the course to apply to real drug development situations.

Reflect on what is working and why it is working

A relaxed atmosphere to integrate concepts learned throughout the semester.


The students responded extremely well to the innovation from individualpresentations to group interaction for the game.


Depending on class size -add more teams, have students investigate and choosetheir own drug/dosage form to market.

Describe the other courses:

Pharmaceutical Sciences Club - game night!PharmD program -PP642 Research Design and Statistics


Know your audience. Adapt and facilitate to the situation as needed.


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Title of Innovation: Creating Future Pharmacy Educators ThroughInnovative Experiential LearningName of Innovators: Jean M. Scholtz and Karen J . TietzeTelephone Numbers: 215-596-8524, 215-596-8854Email Addresses j.schol [email protected] , [email protected]

Department: Pharmacy Practice/Pharmacy Adminis trationType of Students: Doctor of PharmacyType of course or activi ty where implemented: RequiredLeahy Innovation Submission: NoCourse or act ivi ty where implemented: PP551-8 APPE I-XIII


There is a severe nation-wide shortage of pharmacy faculty. A 2002 surveyconducted by the American Association of Colleges of Pharmacy (AACP)identified 417 vacant teaching positions among the 67 schools of pharmacy that

responded to the survey.1, 2

on average, there were six vacancies at each school.The majority of the vacancies were in the areas of pharmacy practice (223vacancies; 53.5%) and pharmaceutical science (190 vacancies; 45.6%). Theshortage of pharmacy faculty continues as evidenced by the large number ofadvertised faculty positions at the 2010 American Society of Health-SystemPharmacists Midyear Clinical Meeting. The pool of qualified candidates for facultypositions is limited. Pharmacists completing post-graduate training programstypically seek out clinical pharmacist or research-based positions instead offaculty positions. It might be possible to increase interest in academic careers byproviding formal teaching experiences for pharmacy students.

Few pharmacy schools offer elective teaching/academic rotations. 3-5

Although elective teaching rotations for Doctor of Pharmacy students have beenoffered by the Philadelphia College of Pharmacy, Department of PharmacyPractice and Pharmacy Administration since 1982, the rotations have been veryunstructured and highly dependent on the individual preceptors' experience. Thenumber of students interested in the teaching rotation has increased from 1-2 persemester to 10 or more per semester. Due to the increased number of studentsand faculty interest in teaching rotations, we recently sought to formalize andstandardize the elective P4 teaching rotation.


A series of meetings were held with department faculty with experience atprecepting teaching rotations. A standardized set of goals and objectives,activities, and teaching expectations were developed. Activities were designed toprovide opportunities for students to learn and understand pedagogical theoriesand apply the theories in a variety of teaching settings under direct facultymentorship.

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Student responsibilities include teaching, service, and scholarship. The electiveteaching rotation is designed so that each student works with and is mentored byan individual primary preceptor but interacts with and is mentored by manyfaculty.

The five-week rotation is structured so that pharmacy students experience the fullspectrum of faculty responsibilities. A model was created to standardize rotationcontent and avoid individual faculty duplication of effort. The student serves as ateaching assistant for all courses taught by the faculty preceptor and assistsfaculty in other courses for a total of 12 classroom hours per week. The studentattends department, college and university meetings and proctors exams.Students learn about teaching strategies and philosophies through small-groupdiscussions of required readings led by faculty experts. Each student is requiredto develop a teaching philosophy statement, student-specific rotation goals andobjectives, discuss teaching-related literature, observe faculty classroomteaching styles and develop and teach at least one large class period.

An on-line course page was created for the rotation which served as the centralrepository for reading materials and other course documents. Orientation isconducted with all students on the first day of the rotation. The teaching studentsmeet weekly or biweekly as a group to discuss assigned topics; the discussionsare organized and led by faculty experts. The students organize and schedulethe group sessions. Topics include writing goals and objectives, teachingportfolios, learning styles, developing assessment rubrics, active learning,classroom management, peer evaluations, exam writing. The Academy,pharmacy profession advocacy, and pharmacy professional organizations. Manystudents develop and maintain a teaching portfolio and complete a writing orresearch project.


Over the past year the number of students and faculty involved with the electiveteaching rotation has greatly increased. This has allowed for a greater diversity ofstudent and faculty interactions an student experiences.


The students are now provided with a more standardized teaching rotation withbetter defined expectations and experiences. Faculty duplication of teaching hasbeen minimized. Student input in committee and department meetings hasincreased. Although outcome data in terms of students choosing academiccareers are not yet available, informal feedback indicates that students whocomplete the elective teaching often select post-graduate opportunities thatcontinue their development as an academician.

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The elective teaching rotation design, content, activities and learner-centeredteaching methodologies all seem to be working to achieve the goals of therotation. A standardized structure provides a more uniform experience for

students and faculty. Students interact with and are mentored by a greater rangeof faculty preceptors. Students assume greater responsibility for their learningand gain insight into the complex roles and responsibilities of pharmacy practicefaculty.


Students accept their responsibilities with a great deal of enthusiasm and enjoyworking on the group based activities. Students enjoy teaching and interactingwith P1, P2 and P3 students. Students are often surprised by the diversity offaculty responsibilities, and are typically shocked by the complexity of teaching

responsibilities.Will the innovation be sustained within the course? YesIf Yes, will you do anything d ifferently?

We have identified that we need to better define the student's role during the 12hours of classroom time when not directly working with the primary preceptor. Inaddition, we need to have a clearer definition of faculty preceptor qualifications.The increasing complexity of coordinating the teaching rotation has made it clearthat there needs to be a single administrative coordinator for the teaching rotationexperience.

Will you implement this innovation in other courses? NoDescribe the other courses: N/A


The students embrace the responsibilities and opportunities given them duringthis rotation. The students need to be challenged with individualized experiencesyet need guidance and mentorship throughout the rotation.

Additional Comments:

REFERENCES

1) American Foundation for Pharmaceutical Education. Acute Shortage ofFaculty at U.S. Pharmacy Schools Threatens Efforts to Solve Nation'sPharmacist Shortage. Available athttp://www.afpenet.org/news_acute_shortage.htm . Accessed April 19, 2011

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2) Knapp KK, Manolakis M, Webster AA, & Olsen KM. Survey of US PharmacyDeans: Continued Growth in Pharmacy Education and Research Is Projectedfor 2010-2015. (presented at annual meeting of the American Association ofColleges of Pharmacy, Seattle WA, July 10-14, 2010.)http://www.aacp.org/governance/councildeans/Documents/1021010AACPgro

wthsurveypaper13.pdf3) Sylvia LM. An advanced pharmacy practice experience in academia. Am JPharm Educ 2006;70(5): 1-10.

4) Slazak EM & Zurick GM. Practice-based learning experience to developresidents as clinical faculty members. Am J Health-Syst Pharm. 2009; 66(13)1224-1227.

5) Guillema S, Ly AV. A pharmacy practice residency (PGY1) with an emphasison academia. Am J Pharm Educ 2009 Feb 19;73(1):13.


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Title of Innovation: Starbucks ChatName of Innovator: Sarah SpinlerTelephone Number: 215-596-8576 Email Address: [email protected] .Department: Pharmacy Practice/Pharmacy Adminis trationType of Students: P2

Type of course or activi ty where implemented: RequiredLeahy Innovation Submission: NoCourse or activity where implemented: PP466


1) Selected a time mutually convenient to students and myself2) Did not require a room on campus as none were available3) Permitted students to learn from each other as I asked the students to

answer each other's questions regarding the material

Describe the innovation and its implementation:See above. The exam review was for 14 hours of in class lecture time and I had44 questions on the exam. Approximately 35 students attended.


None This is the first year


I also learned that students were mistrustful of the lecture objectives. Not mine inparticular but in general. They were afraid to only study from the objectives forfear of missing something. So many of my answers included a statement such as- There is no objective for that so that would not be material I would ask on theexam. It also permitted me to understand which parts of the material they wereless familiar with so I know what to focus on next year.


Students asked great questions and learned from each other. The time andlocation were convenient.


I received emails after the exam thanking me for my time and that it helpedprepare/reassure them about the exam.

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No. Perhaps have two sessions.


For fall will host another prior to exam in an elective I am offering PP530


Do not give new material! Emphasize that you are only answering questionsabout the existing materials.


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Title of Innovation: Ethics Research ProjectName of Innovator: Samuel TalcottTelephone Number: 215-596-7192 Email Address: [email protected] Department: HumanitiesType of Students: 3rd year

Type of course or activity where implemented: Elective, CoreCurriculum/General EducationLeahy Innovation Submission: NoCourse or activ ity where implemented: Ethics and Critical Thought


The structure and content of my course on "Ethics and Critical Thought" is basedon the idea that students will better appropriate and master conceptual materialthat they deploy in order to think through human problems.

Describe the innovation and its implementation:Each student develops a project for the course in which they 1) produce a case-study of a particular event, 2) deploy an ethical theory to expose the issue raisedin the case and develop an argument as to how it might be addressed, and 3)engage in some meta-ethical reflection. The first 11-12 weeks of the course aredevoted to a serious engagement with ethical theory, in which we work togetherto understand particular theories and how each responds to a few select issuesand cases. During this time, each student develops her or his own case study,based on what each finds to be an important ethical issue and in consultationwith the professor. A written proposal, including a bibliography, is required beforea topic is approved for research. Towards the end of this time, after we havecovered the basic theories addressed in our course, the student will be begin todevelop arguments on her or his own as to the nature of the ethical issue in thecase being researched and the kinds of responses recommended by the theory.The last 2-3 weeks are devoted to presentations of the work that each studenthas accomplished so far in deploying an ethical theory to examine and evaluatethe case study. These presentations, based on a detailed outline or rough draft ofthe final project, encourage the students to test their own abilities to deploy thetheories in working through actual events. Furthermore, because students assigneach other grades and comments for each presentation, they take each otherand the assignment more seriously. I believe this also gives them a sense ofwhat it means to engage in criticism in a way that fosters rational discourse,rather than prevents it. With written feedback from classmates and professor,each student can then revise and produce a final draft that includes testedarguments, reasoned responses to potential objections, and some reflection asto why one ethical theory may be preferable to another. And this is work thateach of the students has accomplished for him or herself.

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I did not at first have students evaluate each other's presentations. I now do this,and it makes the activity very engaging to them since they take it seriously.

Describe outcomes, and the implications of the innovation:There are many learning outcomes fostered by this activity. It is helpful forinformation literacy purposes and for written communication skills. It also helpsthe students come to have their own grasp on ethical theories and understandhow these relate to and shape particular ethical issues. At the same time, byapplying theory they learn about the importance of thoughtfulness and criticalthinking when responding to a problem. Also, in presenting their work to eachother, and evaluating each other, they learn how to engage in debate anddiscussion in an open-minded manner.

Reflect on what is working and why it is working:Overall, I think the different aspects of the activity work well together, making fora rather successful, sustained activity.


Students, from what I can tell, enjoy this activity, because it makes them feel likethe class is about their interests.


I will continue working on ways to encourage more meta-ethical reflection in thefinal project.


I will be deploying a similar project in my Philosophy of Medicine course.


Get the students started on the project early on so they have plenty of time towork on it.


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Title of Innovation: What Can You Do With a Fishbowl?Name of Innovator: Karen J. TietzeTelephone Number: 215-596-8854 Email Address: [email protected] Department: Pharmacy Practice/Pharmacy Adminis trationType of Students: Doctor of Pharmacy

Type of course or activi ty where implemented: Required, Professional or AdvancedLeahy Innovation Submission: NoCourse or activity where implemented: PP306 Introduct ion to ClinicalPharmacy Skills and PP466 Human Diseases and Application ofTherapeutics I


The increasing expectations of internal peers and administrators as well asexternal accreditation organizations such as the American Council on

Pharmaceutical Education that faculty incorporate active learning activities in theclassroom is challenging for many faculty, especially for faculty who teach largeclasses in classrooms physically designed for traditional lecturing. Other barriersinclude faculty time to create and implement effective active learning activitiesand the added costs of active learning supplies. A fishbowl is an inexpensive toolthat can be used for many types of active learning activities for any number ofstudents. A two and a half gallon plastic fishbowl costs less than ten dollars andis visually effective even in large auditorium-style classrooms. The "reversefishbowl" is an especially useful innovative active learning technique.


The traditional fishbowl active learning exercise is a classroomdiscussion/observation activity with two concentric rings of students. The innerring of students discusses a topic; the outer ring of students observes thediscussion then comment on the content and process. Another traditionalfishbowl active learning uses an actual (or virtual) fishbowl to collect studentquestions typically deposited before or during class. The instructor responds torandomly selected questions at various times during or after class. The "reversefishbowl" technique is an innovation that individualizes a variety of classroom-based active learning activities such as think-pair-share and other active learningactivities. The "reverse fishbowl" serves as an on-the-spot randomization ofindividual assignments in preparation for a variety of in-class active learningactivities and works for any number of students, even with classes of 220+students.

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During the 2010-2011 academic year. the "reverse fishbowl" technique was usedin the PP306 Introduction to Clinical Pharmacy Skills course (approximately 140students) and in the PP466 Human Diseases and Application of Therapeutics Icourse (approximately 220 students). In the PP306 course, the "reverse fishbowl"technique was used for a think-pair-share active learning activity in which

students selected a unique pharmacist job description from the fishbowl thenidentified job-specific credentials, post-graduate training, and specific knowledge,skills and attitudes from an inventory checklist. Pairs of students shared theirdecisions with each other; students volunteered to share their ideas with theclass during a wrap-up discussion session. The "reverse fishbowl" technique alsowas used for a PP306 patient case scavenger hunt. Students selected acomponent of the patient case presentation from the fishbowl; several studentshad the same component. Patient case component content was placed in brightlycolored file folders scattered throughout the room. Students had to find the rightcontent for their component, locate other students with the same component thenorganize themselves in the correct component sequence and present the case

as a class. A variation of the "reverse fishbowl" technique was used in the PP466course. At the start of the pulmonary block of material, students selected oneindex card with a content-specific question from the fishbowl. The question wasused several different ways over several hours of class (i.e., pre-individualstudent assessment, think-pair-share, sorting of students with relevanttherapeutic choices to questions posed to the entire class, post-individual studentassessment, etc.).

Describe any changes in the implementation: None


The reverse fishbowl technique grabs student attention and facilitates a widevariety of active learning applications.


The reverse fishbowl technique is a convenient, inexpensive, and efficient on-the-spot individualization for a wide variety of active learning applications.


Students react very positively towards any active learning activity, but seemespecially appreciative of the individualization afforded by the reverse fishbowltechnique, especially in large classes.

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The innovation will be applied to a wide variety of activities in a broader variety ofcourses.


The innovation is already used in multiple courses.


Plan the fishbowl content for the desired activity. For some activities, it isimportant that every student have a unique selection. For other activities,duplicate items are suitable, especially if the intent is to form discussion groups.
