In response to criticism regarding unimaginative, didactic education in pharmacy education one faculty was evaluated by an outside consultant and, as a result, developed a comprehensive course in pharmacotherapeutics to help students integrate information from several disciplines and to become better problem solvers. In order to evaluate the course and identify objectives, a comprehensive data collection system was established to obtain information on participating students and faculty. The data were used immediately to determine where changes should be made in the course and to provide feedback to each teacher regarding instructional effectiveness. Three types of data were collected: demographic (lecture hours, number of objectives, etc.), course outcome data (student grade averages, examination scores), and student feedback. The course, which had been divided into 14 blocks, was evaluated in each block by the students. When students were asked to identify the percent of objectives met in the course, 82.6 percent indicated that at least 90 percent of the objectives were met. The results indicate the significance of the evaluation process. Beginning with alternative conceptual models and faculty training workshops, the faculty was able to implement a realistic model for a team-taught, multidisciplinary course. Questionnaire forms and tables showing statistical findings are attached. (PJM)