Use of case-based learning in a clinical pharmacokinetics course

Objective. To assess the redesign of a clinical pharmacokinetics course that incorporated case-based learning to enhance group interaction and individual participation. Design. The clinical pharmacokinetics course was divided into 3 sections based on content. Section 1 utilized case-based learning with small in-class groups; section 2 used a more traditional style of teaching, and section 3 was taught with case-based learning but using large in-class groups. The case-based learning approach was assessed using examination scores and attitudinal surveys. Assessment. Students enjoyed the applied format of case-based learning. Examination scores were higher when case-based learning was used than in historical controls. Conclusions. Case-based learning allowed class-time to be used for higher levels of learning and assessment instead of the more typical content delivery.