‘The bus analogy’: A new analogy to help pharmacy students conceptualize the well-stirred model
To determine whether an analogy relating a city bus to the well-stirred model for high extraction drugs administered intravenously improves pharmacy students’ self-perceived and objectively-assessed understanding. Fifty-two entry-to-practice pharmacy students enrolled in an elective clinical pharmac...
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| Veröffentlicht in: | Currents in pharmacy teaching and learning 2017-07, Vol.9 (4), p.639-643 |
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| container_title | Currents in pharmacy teaching and learning |
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| creator | Dagenais, Renée Barry, Arden R. Ensom, Mary H.H. |
| description | To determine whether an analogy relating a city bus to the well-stirred model for high extraction drugs administered intravenously improves pharmacy students’ self-perceived and objectively-assessed understanding.
Fifty-two entry-to-practice pharmacy students enrolled in an elective clinical pharmacokinetics course completed a questionnaire and quiz before and after the bus analogy presentation. Pre- and post test questionnaires consisted of five items measuring (on five-point unipolar scale) students’ self-perceived understanding of the model. Pre- and posttest quizzes contained one case-based question requiring mathematical, graphical, and intuitive understanding. Student's paired t-test with unequal variances was used to compare pre- and posttest results.
The bus analogy significantly improved students' self-perceived understanding of the model for all questionnaire items (p |
| doi_str_mv | 10.1016/j.cptl.2017.03.014 |
| format | Article |
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Fifty-two entry-to-practice pharmacy students enrolled in an elective clinical pharmacokinetics course completed a questionnaire and quiz before and after the bus analogy presentation. Pre- and post test questionnaires consisted of five items measuring (on five-point unipolar scale) students’ self-perceived understanding of the model. Pre- and posttest quizzes contained one case-based question requiring mathematical, graphical, and intuitive understanding. Student's paired t-test with unequal variances was used to compare pre- and posttest results.
The bus analogy significantly improved students' self-perceived understanding of the model for all questionnaire items (p<0.01 each) and students’ pre- and posttest mean quiz results (p<0.0001).
The bus analogy significantly improved pharmacy students' understanding of the well-stirred model both subjectively and objectively, and should be an adjunct to pharmacokinetics curricula.</description><identifier>ISSN: 1877-1297</identifier><identifier>EISSN: 1877-1300</identifier><identifier>DOI: 10.1016/j.cptl.2017.03.014</identifier><identifier>PMID: 29233437</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Analogy ; Pharmacokinetics ; Well-stirred model</subject><ispartof>Currents in pharmacy teaching and learning, 2017-07, Vol.9 (4), p.639-643</ispartof><rights>2017 Elsevier Inc.</rights><rights>Copyright © 2017 Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c356t-8ba564c08882e45abd00bd609ed86ad5a3a16018466c198cb809fabd6db1ea7b3</citedby><cites>FETCH-LOGICAL-c356t-8ba564c08882e45abd00bd609ed86ad5a3a16018466c198cb809fabd6db1ea7b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.cptl.2017.03.014$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,777,781,3537,27905,27906,45976</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29233437$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Dagenais, Renée</creatorcontrib><creatorcontrib>Barry, Arden R.</creatorcontrib><creatorcontrib>Ensom, Mary H.H.</creatorcontrib><title>‘The bus analogy’: A new analogy to help pharmacy students conceptualize the well-stirred model</title><title>Currents in pharmacy teaching and learning</title><addtitle>Curr Pharm Teach Learn</addtitle><description>To determine whether an analogy relating a city bus to the well-stirred model for high extraction drugs administered intravenously improves pharmacy students’ self-perceived and objectively-assessed understanding.
Fifty-two entry-to-practice pharmacy students enrolled in an elective clinical pharmacokinetics course completed a questionnaire and quiz before and after the bus analogy presentation. Pre- and post test questionnaires consisted of five items measuring (on five-point unipolar scale) students’ self-perceived understanding of the model. Pre- and posttest quizzes contained one case-based question requiring mathematical, graphical, and intuitive understanding. Student's paired t-test with unequal variances was used to compare pre- and posttest results.
The bus analogy significantly improved students' self-perceived understanding of the model for all questionnaire items (p<0.01 each) and students’ pre- and posttest mean quiz results (p<0.0001).
The bus analogy significantly improved pharmacy students' understanding of the well-stirred model both subjectively and objectively, and should be an adjunct to pharmacokinetics curricula.</description><subject>Analogy</subject><subject>Pharmacokinetics</subject><subject>Well-stirred model</subject><issn>1877-1297</issn><issn>1877-1300</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNp9kEtOwzAQhi0EorwuwAJ5ySZhHKeOg9ggxEtCYlPWlmNPaaq8sB2qsuIYcD1OQkopS1YzGn3za-Yj5JhBzICJs3lsulDFCbAsBh4DS7fIHpNZFjEOsL3pkzwbkX3v5wAZgOC7ZJTkCecpz_aI-Xr_mMyQFr2nutFV-7z8ev88p5e0wcVmQkNLZ1h1tJtpV2uzpD70FpvgqWkbg13odVW-IQ1D0gKrKvKhdA4trVuL1SHZmerK49FvPSBPN9eTq7vo4fH2_uryITJ8LEIkCz0WqQEpZYLpWBcWoLACcrRSaDvWXDMBTKZCGJZLU0jIpwMlbMFQZwU_IKfr3M61Lz36oOrSm-Ec3WDbe8XyTKRpIlg6oMkaNa713uFUda6stVsqBmolV83VSq5ayVXAFfwsnfzm90WN9m9lY3MALtYADl--luiUNyUOgmzp0ARl2_K__G8g-I4E</recordid><startdate>201707</startdate><enddate>201707</enddate><creator>Dagenais, Renée</creator><creator>Barry, Arden R.</creator><creator>Ensom, Mary H.H.</creator><general>Elsevier Inc</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>201707</creationdate><title>‘The bus analogy’: A new analogy to help pharmacy students conceptualize the well-stirred model</title><author>Dagenais, Renée ; Barry, Arden R. ; Ensom, Mary H.H.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c356t-8ba564c08882e45abd00bd609ed86ad5a3a16018466c198cb809fabd6db1ea7b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Analogy</topic><topic>Pharmacokinetics</topic><topic>Well-stirred model</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Dagenais, Renée</creatorcontrib><creatorcontrib>Barry, Arden R.</creatorcontrib><creatorcontrib>Ensom, Mary H.H.</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Currents in pharmacy teaching and learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Dagenais, Renée</au><au>Barry, Arden R.</au><au>Ensom, Mary H.H.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>‘The bus analogy’: A new analogy to help pharmacy students conceptualize the well-stirred model</atitle><jtitle>Currents in pharmacy teaching and learning</jtitle><addtitle>Curr Pharm Teach Learn</addtitle><date>2017-07</date><risdate>2017</risdate><volume>9</volume><issue>4</issue><spage>639</spage><epage>643</epage><pages>639-643</pages><issn>1877-1297</issn><eissn>1877-1300</eissn><abstract>To determine whether an analogy relating a city bus to the well-stirred model for high extraction drugs administered intravenously improves pharmacy students’ self-perceived and objectively-assessed understanding.
Fifty-two entry-to-practice pharmacy students enrolled in an elective clinical pharmacokinetics course completed a questionnaire and quiz before and after the bus analogy presentation. Pre- and post test questionnaires consisted of five items measuring (on five-point unipolar scale) students’ self-perceived understanding of the model. Pre- and posttest quizzes contained one case-based question requiring mathematical, graphical, and intuitive understanding. Student's paired t-test with unequal variances was used to compare pre- and posttest results.
The bus analogy significantly improved students' self-perceived understanding of the model for all questionnaire items (p<0.01 each) and students’ pre- and posttest mean quiz results (p<0.0001).
The bus analogy significantly improved pharmacy students' understanding of the well-stirred model both subjectively and objectively, and should be an adjunct to pharmacokinetics curricula.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>29233437</pmid><doi>10.1016/j.cptl.2017.03.014</doi><tpages>5</tpages></addata></record> |
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| ispartof | Currents in pharmacy teaching and learning, 2017-07, Vol.9 (4), p.639-643 |
| issn | 1877-1297 1877-1300 |
| language | eng |
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| source | Elsevier ScienceDirect Journals |
| subjects | Analogy Pharmacokinetics Well-stirred model |
| title | ‘The bus analogy’: A new analogy to help pharmacy students conceptualize the well-stirred model |
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