Title: Incorporating Active-Learning Techniques and Competency Assessment into a Critical Care Elective Course
Abstract: <b>Objective.</b> To design, implement, and measure the effectiveness of a critical care elective course for second-year students in a 3-year accelerated doctor of pharmacy (PharmD) program. <b>Design.</b> A critical care elective course was developed that used active-learning techniques, including cooperative learning and group presentations, to deliver content on critical care topics. Group presentations had to include a disease state overview, practice guidelines, and clinical recommendations, and were evaluated by course faculty members and peers. <b>Assessment.</b> Students' mean scores on a 20-question critical-care competency assessment administered before and after the course improved by 11% (<i>p</i> < 0.05). Course evaluations and comments were positive. <b>Conclusion.</b> A critical care elective course resulted in significantly improved competency in critical care and was well-received by students.