Assessing student knowledge using pre- and postrotation testing on an ambulatory care advance pharmacy practice experience and the use of interactive disease state discussions

Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

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Assessment of a didactic ambulatory care pharmacy elective on student perceptions and subsequent performance in an ambulatory care advanced pharmacy practice experience

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2018.06.013 ◽

2018 ◽

Vol 10 (9) ◽

pp. 1211-1218 ◽

Cited By ~ 1

Author(s):

Brian K. Irons ◽

Krystal L. Edwards ◽

Lisa M. Chastain ◽

Robin L. Black ◽

Crystal D. Brown ◽

...

Keyword(s):

Ambulatory Care ◽

Student Perceptions ◽

Pharmacy Practice ◽

Subsequent Performance ◽

Practice Experience

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Baseline Knowledge and Education on Patient Safety in the Ambulatory Care Setting for 4th Year Pharmacy Students

INNOVATIONS in pharmacy ◽

10.24926/iip.v6i1.369 ◽

2015 ◽

Vol 6 (1) ◽

Author(s):

Jessica W. Skelley ◽

Chase Carpenter ◽

Trisha Elkins ◽

Thomas W. Woolley ◽

B. DeeAnn Dugan

Keyword(s):

Ambulatory Care ◽

Care Setting ◽

Pharmacy Practice ◽

Average Score ◽

Training Manual ◽

Multiple Choice Questions ◽

Ambulatory Care Setting ◽

Medication Therapy ◽

Practice Experience ◽

Baseline Knowledge

Objectives: To assess the baseline knowledge of fourth year student pharmacists on their ability to properly identify and categorize medication related problems (MRP) during their Advanced Pharmacy Practice Experience (APPE) in the ambulatory care setting, and to assess the efficacy of a written resource designed to educate and train users on identification and documentation of MRP's and used for this purpose with participating students on their ambulatory care APPE. Methods: A pretest consisting of ten multiple-choice questions was administered electronically to fourth year student pharmacists (N=18) at the start of their ambulatory care APPE. The test was designed to assess both the students' baseline knowledge regarding MRP's, and their ability to identify a wide variety of medication-related problems. Students then received a written copy of The Medication Therapy Intervention & Safety Documentation Program training manual and were asked to read it in its entirety in the first week of their APPE. Finally, students were given a posttest survey (identical to the pretest) to complete to assess if their knowledge had increased from baseline. Results: The average score for the 18 students taking the baseline knowledge pre-test was 63.33%, indicating limited baseline knowledge regarding the identification and classification of MRP's. In assessing the effectiveness of the written training document, the overall posttest results compared to pretest results did not indicate improvement in students' knowledge or ability to properly identify and classify medication related problems (MRP) after reviewing the training manual. The average scores declined from 63.33% on the pretest to 62.78% on the posttest, although this was not found to be statistically significant (p = 0.884). However, a statistically significant decline in students' knowledge occurred on one specific question, which tested their ability to classify MRP's (p = 0.029). Conclusions: Based on the results of the pre-test, students at our institution enter their APPE year with limited baseline knowledge of medication safety within the ambulatory care setting. Results from the posttest indicate potential ineffectiveness of a written document in providing effective education on MRP's to students in the experiential setting. Education may be made more effective with a hands-on, active learning approach that overcomes the limitations of other passive forms of learning. Type: Student Project

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Impact of Instruction and Feedback on Reflective Responses during an Ambulatory Care Advanced Pharmacy Practice Experience

American Journal of Pharmaceutical Education ◽

10.5688/ajpe80581 ◽

2016 ◽

Vol 80 (5) ◽

pp. 81 ◽

Cited By ~ 2

Author(s):

Robyn Teply ◽

Mikayla Spangler ◽

Laura Klug ◽

Jennifer Tilleman ◽

Kelli Coover

Keyword(s):

Ambulatory Care ◽

Pharmacy Practice ◽

Practice Experience

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Effects of Advanced Pharmacy Practice Experience Characteristics on Postgraduate Year 1 Residency Match Rates

Journal of Pharmacy Practice ◽

10.1177/0897190020958263 ◽

2020 ◽

pp. 089719002095826

Author(s):

Marisa Censi ◽

Nathaniel J. Rhodes ◽

Jacob P. Gettig ◽

Amy Lullo ◽

Jill Borchert

Keyword(s):

Infectious Diseases ◽

Community Pharmacy ◽

Ambulatory Care ◽

Pharmacy Practice ◽

Care Clinic ◽

Practice Experience ◽

Ambulatory Care Clinic ◽

The Impact ◽

Selection Of ◽

Residency Match

Background: Mentors often provide advice to students regarding selection of Advanced Pharmacy Practice Experience (APPE) rotations to strengthen their candidacy for a residency position. However, the impact of APPE characteristics on the chances of matching is unknown. Objective: To determine the impact of APPE characteristics on Post Graduate Year-1 (PGY1) residency match rates at a Midwest US college of pharmacy. Methods: Graduates from a single college of pharmacy who participated in the PGY1 match in 2015 or 2016 were included. Match data were obtained from National Matching Services. APPE characteristics (e.g., rotation timing relative to the Midyear Clinical Meeting [MCM], rotation type, and setting) were stratified by matched status. Independent predictors were identified using multivariate logistic regression and tree-based models. Results: Ninety-nine students were included with 57 matching (57.6%). Students completing an infectious diseases rotation (75 vs. 51%; p = 0.028), a hospital rotation before the MCM (67 vs. 47%; p = 0.039), or a rotation in an ambulatory care clinic (67 vs. 47%; p = 0.045) were more likely to match. Students completing an independent community pharmacy rotation were less likely to match (8.3 vs. 64%; p < 0.001). After multivariate adjustment, all of these factors were associated with the likelihood of matching except completion of an infectious diseases ( p = 0.077) or ambulatory care rotation ( p = 0.073). Conclusion: A hospital rotation prior to the MCM was positively associated with matching while completion of an independent community pharmacy rotation was associated with non-matched status. The utility of these findings in guiding APPE selections for students pursing residency should be explored.

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Use of a Structured Method of Antimicrobial Stewardship at a City Hospital by Pharmacy Students

Pharmacy ◽

10.3390/pharmacy8040188 ◽

2020 ◽

Vol 8 (4) ◽

pp. 188

Author(s):

Kimberly E. Ng ◽

Nicole Bradley

Keyword(s):

Student Perceptions ◽

Antimicrobial Stewardship ◽

Pharmacy Practice ◽

Pharmacy Students ◽

City Hospital ◽

Student Knowledge ◽

Exact Test ◽

Practice Experience ◽

Before And After ◽

Review Form

The objective of this study was to determine the utility of a structured method of antimicrobial stewardship by Advanced Pharmacy Practice Experience students and assess student perceptions of the tool. Pharmacy students on rotation were trained to utilize a structured team antibiotic review form (TARF) as a tool to participate in antimicrobial stewardship. Students completed anonymous evaluations regarding their confidence in performing stewardship after completing their rotation, and preceptors quantified total student interventions. Data analysis was conducted using descriptive statistics. The Fisher’s Exact Test was used to compare students’ confidence before and after using TARFs. Twenty-six students participated in antimicrobial stewardship using TARFs, resulting in 889 interventions. Nearly 96% of students reported that TARFs helped them evaluate patient antibiotics in a way that was easy to follow and that TARFs provided them with an organized and structured way to systematically evaluate antibiotics. All students felt that the TARFs increased their knowledge on how to evaluate antibiotics. Significantly more students were confident in participating in antimicrobial stewardship after using the TARF. TARF use allowed students to substantially contribute to stewardship, and provided them with a structured guide allowing for improved student knowledge and confidence.

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