From cramming to binge-watching: Integrating documentary-based assessment into a pharmacology and toxicology curriculum-a qualitative study

Area of Science:

• Pharmacology education
• Toxicology education
• Medical education

Background:

• Programmatic assessment models are increasingly favored in pharmacology and toxicology education.
• These models emphasize longitudinal learning, reflection, and higher-order cognitive skills development.
• There is a need for innovative assessment methods to support these educational shifts.

Purpose of the Study:

• To investigate student perceptions of documentary-based assessment.
• To evaluate an innovative assessment format within the interdisciplinary Minor ToXiC course.
• To explore the effectiveness of documentaries in pharmacology and toxicology education.

Main Methods:

• Students in the Minor ToXiC course watched selected documentaries.
• An assessment comprising 6 open-ended questions was administered.
• Student responses regarding their experience with the assessment format were thematically analyzed.

Main Results:

• Students reported significant educational value from documentaries, citing improved information retention and critical reflection on real-world cases.
• The documentary-based assessment format was perceived as motivating due to student autonomy.
• Students identified crucial structural elements for the successful implementation of this assessment.

Conclusions:

• Documentary-based assessment shows promise as a valuable component of programmatic assessment curricula.
• Careful consideration of design, timing, and integration is essential for optimizing the impact of this assessment method.
• This approach can enhance learning in pharmacology and toxicology by connecting theory to practice through engaging, real-world case studies.