Duplicative work could be avoided by utilizing a platform with a higher data capacity. After ~100 sections were added, the form was very slow to load content. Google Forms does appear to have a “capacity” for number of sections.This activity worked very well for an elective, flipped classroom course, as students generally chose to take this course based on interest in the content and were conditioned to actively participate in class.8 students completed activity evaluations and reported the activity: “ engaged the class with an extremely helpful and realistic patient case”, “ really helped me to discover a new way to study”, and “ was a creative way to engage all students while testing our knowledge”.For example, if students chose to wait a month to start an anti-hypertensive, when the best choice was to start pharmacotherapy based on current guideline recommendations, students generated an extra encounter for the patient and were sent to a prompt explaining clinical inertia (see Picture 2). Before starting the game, students were briefed about how extra encounters are associated with less efficient care, higher costs to the system, and extra work for all individuals involved.
#CHOOSE YOUR OWN ADVENTURE HOW TO#
One objective of the activity was for students to learn how to prevent unnecessary provider encounters when given a patient scenario. For example, if a thiazide-diuretic dose was increased, but the labs showed hyponatremia, students were redirected to a section that explained the risks and potential adverse outcomes of this decision. However, other responses contained a “most correct” answer that should have been chosen in the patient’s best interest. For example, a patient with a compelling indication for a beta-blocker, but the patient’s pulse was on the lower end of normal.
Most scenarios in the CYOA activity represented a “grey” area of practice in which there were multiple correct decisions that could have been made, just like a real-life setting. Case decisions were not graded and only served as an educational tool. Students navigated the “adventure” together in breakout groups of 2-3 students and talked through their decision making for about thirty minutes then, all students returned back to the main virtual classroom to discuss their experiences, items for clarification, and lessons learned. Survey logic (see Picture 1) was utilized to provide feedback on the clinical decision-making. Humor in the storylines was incorporated to create a fun and enjoyable environment. The form consisted of 148 “sections” to accommodate all of the potential responses students could have selected. Five hours of preparation work were required to develop the case with multiple story lines, with an additional ten hours of time inputting the scenarios onto the online platform. To apply knowledge to the ambulatory care setting, a CYOA activity was created using the online platform Google Forms.
Students in this elective had already completed 4 hours of hypertension pharmacotherapy in the core curriculum. As a flipped classroom format, students completed prep-work prior to class and used in-class time to build upon concepts. 4, 5Īs part of an ambulatory care elective for 38 third-year PharmD students in the pharmacy curriculum, a two-hour class session was dedicated to the treatment of hypertension.
3 However relevant pharmacy literature is limited in delivering a CYOA case in a virtual, synchronous pharmacy education course using Google Forms as the platform of delivery.
Traditional in-class activities have been described utilizing CYOA format, and online unfolding cases have been used to develop clinical reasonings skills.
#CHOOSE YOUR OWN ADVENTURE SERIES#
2 The concept of CYOA is non-linear storytelling where the participant determines their own storyline through a series of choices. 1 Choose-Your-Own-Adventure (CYOA) books were developed in the 1970s as a popular interactive gamebook for leisure reading, and the concept has since been adapted in educational curricula. One challenge with online courses lies in optimizing student engagement and interaction. Have you recently given a virtual lecture to an audience of blank screens or had learners admit to “Zoom fatigue”? Amidst the COVID-19 pandemic, higher education institutions across the world have rapidly adapted their teaching strategies to a primarily online format.
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