Enhancing student learning in self-care: The zombie apocalypse activity

The objective of the article was to develop an in-class practical activity that will maximally engage professional pharmacy students of different learning styles. Psychological-type theory was used to inform practical activity development. The practical itself was assessed in a post-survey and compared to a pre-activity survey that identified motivating factors and desired characteristics of a practical activity that were stratified by Myers–Briggs Type Inventory® Sensing or Intuition preference. The practical also underwent faculty peer review by the volunteer faculty graders. Students’ clinical knowledge was assessed with scenario-specific rubrics. Surveys reported that this activity was more engaging and a more effective assessment of learning and knowledge than practical activities students had previously encountered. Both students and faculty peers reported enjoyment in this unique approach.