[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-294316-105":59,"doc-detail-294316-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","design-and-implementation-of-an-active-learning-session-in-pharmaceutical-calculations-journal-article","Design and Implementation of an Active Learning Session in Pharmaceutical Calculations - Journal Article","","The article develops and implements a team-based game-based learning (GBL) session focused on pharmaceutical calculations for pharmacy students. It addresses a curriculum gap, noting that game-based approaches in pharmacy education have not widely covered calculation content despite its importance for medication preparation and patient safety. Methods place 44 third-year students in teams to solve a seven-question problem set and collaborate to open lock combinations and earn prizes, then survey perceptions of engagement and confidence. Results show strong agreement on comfort with calculations, teammate engagement, and increased confidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-and-implementation-of-an-active-learning-session-in-pharmaceutical-calculations-journal-article/294316/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-and-implementation-of-an-active-learning-session-in-pharmaceutical-calculations-journal-article/294316.png","ImageObject",300,407,{"name":92,"@type":93},"Jiven","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational problem does the article address in pharmacy training?","Question",{"text":112,"@type":113},"It targets difficulties students face with pharmaceutical calculations and the lack of game-based learning reported for this specific content area in pharmacy education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the team-based active learning session structured?",{"text":117,"@type":113},"Third-year pharmacy students work in groups of four, complete a seven-question calculation set, combine answers to generate a lock combination, and obtain prizes, followed by debrief and a survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings from the student surveys?",{"text":121,"@type":113},"Students reported improved comfort with performing calculations (over 80% agreement across survey items), strong perceptions that teammates were engaged (94%), and overall engagement and collaboration despite a time investment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},294316,1790462177,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","Teaching in Healthcare  \nDesign and Implementation of an Active Learning Session in Pharmaceutical Calculations  \nCatherine C Van1, Rahul Nohria2, Diem Thai1, Maggie D. Van3  \n1 School of Pharmacy, West Coast University, 2 College of Pharmacy, Larkin University, 3 UC Irvine Health  \nWest Coast University Journal of Health and Wellness Vol. 2, Issue 2, 2025  \nIntroduction  \nAcross healthcare education, active learning has been incorporated into the curriculum to improve both productivity and retention of knowledge. Similarly, pharmacy education has adopted active learning, specifically game-based learning (GBL), into their curriculum. Although pharmaceutical calculations are included in pharmacy licensing examination, and many students have struggled in this aspect, GBL activities reported in the literature for pharmacy education did not cover this content area. The article describes the development and implementation of a team-based game, and students’perceptions on their engagement, teamwork, and confidence in pharmaceutical calculations.  \nMethods  \nThe activity development process consisted of brainstorming, designing, and reviewing. During implementation, 44 third year pharmacy students were placed in groups of four. They completed a unique calculation problem set of seven questions and combined their answers with teammates’ answers to generate a lock combination and obtain prizes.  \nResults  \nStudents felt more comfortable with performing calculations (greater than 80% agree/ strongly agree across six survey items) . Students also felt their teammates were engaged (94% agree/strongly agree). Even though there was an initial time investment, learners were overall engaged, collaborative, and had an increased confidence in solving pharmaceutical calculations.  \nConclusions  \nThe article provides a novel pharmaceutical calculation activity where students are encouraged to collaborate while being held accountable for their work. This work adds to literature on GBL in pharmacy education.  \nIntroduction  \nWhile traditional lectures have been the mainstay in instructional strategies, their use alone is quickly becoming outdated. There have been various active learning strategies adopted and implemented across pharmacy education (Stewart et al., 2011) . An abundance of evidence supports active-learning strategies on how they improve learning outcomes (Gleason et al., 2011) . Based on the report by the American Association of Colleges of Pharmacy (AACP) 2013-2014 Academic Affairs Committee, it was recommended that schools and colleges of pharmacy include active learning, games in particular, in their didactic and experiential curriculum for learning and professional development (Cain et al., 2014) . Game-based learning (GBL) in pharmacy studies was shown to foster deep learning and enhance students’ engagement (Caldas et al., 2019; Eukel et al., 2017) . GBL in other healthcare fields also has  \npromising results. Nursing education has incorporated GBL into their curriculum to improve both productivity and retention of knowledge (Brull et al., 2017) . Medical education incorporated gamification into their residency program to support credentialing, examination scores, surgical technique, and clinical decision-making skills (Ruble et al., 2021) . Moreover, studies in other settings confirmed that GBL enhanced knowledge retention and effectively engaged students (Hamari et al., 2016; Sitzmann, 2011) .  \nPerforming pharmaceutical calculations is a critical skill for pharmacy students as it forms the foundation for accurate medication preparation and ensures patient safety (Crawford et al., 2024) . Mastery of this subject is essential not only for academic success, but also for competence. According to the National Association of Boards of Pharmacy (NABP) (2021) and Crawford et al. (2024), North American Pharmacist Licensure Examination® (NAPLEX®), oneof the computerized licensing exams for pharmacy grad-  \nuates, contains approximately","cbCaidbG6imoCScn","https://ap.wps.com/l/cbCaidbG6imoCScn","pdf",527425,"English","# Introduction\n# Methods\n## Activity Overview\n## Activity Development\n# Results\n# Conclusions","[{\"question\":\"What educational problem does the article address in pharmacy training?\",\"answer\":\"It targets difficulties students face with pharmaceutical calculations and the lack of game-based learning reported for this specific content area in pharmacy education.\"},{\"question\":\"How is the team-based active learning session structured?\",\"answer\":\"Third-year pharmacy students work in groups of four, complete a seven-question calculation set, combine answers to generate a lock combination, and obtain prizes, followed by debrief and a survey.\"},{\"question\":\"What were the main findings from the student surveys?\",\"answer\":\"Students reported improved comfort with performing calculations (over 80% agreement across survey items), strong perceptions that teammates were engaged (94%), and overall engagement and collaboration despite a time investment.\"}]","Design and Implementation of an Active Learning Session in Pharmaceutical Calculations - Journal Article | PDF",1789682275,13]