Effective Modification of a Nonprescription Medicines Course to Optimize Learning of Millennial Generation Students

Abstract

Objective: To describe examples of effective teaching strategies utilized within a required nonprescription therapeutics course, in

order to accommodate learning characteristics of Millennials.

Case Study: Instructors identified unique characteristics of Millennial generation students through literature review and focused

educational workshops. These characteristics include the desire for active learning where didactic lectures make a connection to life,

the incorporation of technology, and assignments that focus on team work. Course modifications were then made based on these

characteristics including redesign of large group course lectures with incorporation of patient cases, inclusion of a variety of online

components including the opportunity to provide course feedback, and active learning small group projects within workshop sections.

Evaluation: Student evaluation of the course and instructors significantly improved after introducing changes to the course compared

to previous years. Each component of the student evaluation resulted in a statistically significant change in mean score. Verbal and

written evaluations indicated a very positive learning experience for students. Grade mean (3.3 vs. 3.8, p<0.001) and range (0.00-

4.00 GPA in 2007 vs. 2.00-4.00 GPA in 2008, p <0.001) also improved compared to previous years.

Conclusions: By identifying characteristics of Millennial generation student learners, traditional teaching methods can be modified in

order to enhance retention of material and optimize their learning process. Course changes improved the learning experience for

students and instructors. Instructors’ willingness to evaluate generational differences and adapt teaching enhances the learning

experiences in the classroom for both students and instructors.