Physician Assistant Teaching Effectiveness Through Incorporation of Active Learning and Interdisciplinary Pharmacy Students.

Objective: This study evaluated exam performance and course evaluation in a physician assistant (PA) interdisciplinary active learning (IAL)-incorporated program facilitated by a pharmacist and pharmacy student.

Methods: Two PA cohorts (n = 38 each) were compared using IAL versus minimal active learning (MAL). Course evaluation surveys of instruction were assessed for 2 pharmacology courses. Both cohorts were assessed for differences in exam scores and performance on higher analytical exam questions.

Results: The IAL cohort achieved higher course evaluation scores compared to the MAL cohort (p < .05). The students' positive comments demonstrated their desire for more IAL. No significant difference was seen in overall exam scores in either cohort or course (p < .45). IAL in neurology demonstrated significant improvement in exam performance on moderate Bloom's taxonomy-level questions (p = .008).

Conclusions: IAL may enable health professionals to provide more collaborative care. The students preferred IAL and demonstrated improved performance on comprehension and application exam questions.