Pharmacology (how drugs work) is a critical component of healthcare curriculums. Unfortunately, many students report that the subject is both daunting and confusing. Despite these negative reviews, very little research has been conducted to define the most effective pharmacology pedagogy. To address this deficiency, my research centers around developing active learning strategies that may be integrated into an often lecture-heavy pharmacology curriculum. Specifically, I am interested in assessing the potential benefits of application/critical thinking small group exercises and guided diagramming activities on student engagement with pharmacology material.

In addition to its critical role in healthcare curriculums, Pharmacology may also benefit students whose professions lie outside of healthcare. Drugs, both therapeutic and non-therapeutic, are common on college campuses. Student drug abuse also remains a concern on many campuses, including the University of Iowa. General pharmacology education in college may serve to create a culture of more educated consumers and to reduce drug misuse. Therefore, my research also seeks to address the extent to which elementary and advanced undergraduate pharmacology coursework influences student drug consumer knowledge and use.