Implementing innovative teaching strategies to promote student academic engagement in a critical care elective

IntroductionLearner engagement can be challenging to manage in multiple learning environments. The multi-campus delivery and remote learning aspect of a Critical Care Pharmacy elective course led faculty to strategically design multimodal innovations to promote student academic engagement. ObjectiveThis article aims to describe and define the impact of teaching and learning innovations implemented in a Critical Care Pharmacy elective course through objective and student-reported learning-associated outcomes. MethodsThis study evaluates course innovations implemented in a Critical Care Pharmacy elective. Performance on individual readiness assurance tests (iRATs) was tracked to evaluate learning preparation, in addition to overall course grades and exams. Learning outcomes were compared between the pre-intervention year (2018) and the intervention years (2019-2022). Individual time spent in the virtual intensive care unit (VICU) environment was tracked via in-class questions. Voluntary pre- and post-course self-assessment surveys were utilized to assess student understanding, comfort, and preparedness resulting from the teaching innovations. In 2019 and 2020, the survey was repeated following advanced pharmacy practice experiences. In addition, university course evaluations were analyzed. ResultsStudents' academic engagement and performance were maintained, even during remote learning years. An increase in mean iRAT scores after implementing innovations to the rapid response and trauma intensive care unit (ICU) modules was observed. Course evaluations reflected a gain in student understanding and comfort, and students performed consistently well on exams and in the course throughout each course iteration. Time spent in the VICU environment also increased compared with the initial delivery of the content. Most students reported that innovations "somewhat" or "greatly improved" learning, and this was also reflected in the follow-up feedback. ConclusionMultimodal innovations maintained student academic engagement in a Critical Care Pharmacy elective, despite variations in content delivery. Students expressed progression in learning outcomes which was supported by assessments and course grades.