Citation

Muzyk AJ, Lentz K, Green C, Fuller S, May DB, Roukema L. Am. J. Pharm. Educ. 2017; 81(2): e35.

Affiliation

Campbell University, School of Education, Buies Creek, North Carolina.

Copyright

(Copyright © 2017, American Association of Colleges of Pharmacy)

DOI

10.5688/ajpe81235

PMID

28381895

PMCID

PMC5374924

Abstract

OBJECTIVE. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs.

CONCLUSION. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

Language: en

Keywords

affective domain; mental illness; psychiatry; reflective discussion; stigma