Evaluation of pharmacy student perceptions and stereotypes of healthcare professionals before and after an internal medicine advanced pharmacy practice experience

2019 ◽  
Vol 11 (4) ◽  
pp. 417-423 ◽  
Author(s):  
Lauren Biehle ◽  
Allison Mann ◽  
Lanae Fox
Keyword(s):  
Internal Medicine ◽  
Student Perceptions ◽  
Healthcare Professionals ◽  
Pharmacy Practice ◽  
Pharmacy Student ◽  
Practice Experience ◽  
Before And After

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

Pharmacy ◽  
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.

Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students

2021 ◽  
pp. 107815522110191
Author(s):  
Bethannee Horn ◽  
Lyn Wells ◽  
Zachery Halford
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Boot Camp ◽  
Primary Objective ◽  
Comfort Level ◽  
Post Intervention ◽  
Student Knowledge ◽  
Survey Tool ◽  
Practice Experience ◽  
Drug Knowledge

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.

scholarly journals Integration of an Introductory Pharmacy Practice Experience With an Advanced Pharmacy Practice Experience in Adult Internal Medicine

2012 ◽  
Vol 76 (3) ◽  
pp. 52 ◽  
Author(s):  
Winter J. Smith ◽  
Matthew L. Bird ◽  
Kimi S. Vesta ◽  
Donald L. Harrison ◽  
Vincent C. Dennis
Keyword(s):  
Internal Medicine ◽  
Pharmacy Practice ◽  
Practice Experience

scholarly journals Evaluation and revision of an introduction to experiential rotations course

2014 ◽  
pp. 34-45 ◽  
Author(s):  
Eliza Anne Dy ◽  
Sarah A Nisly
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Pharmacy Practice ◽  
Study Groups ◽  
Initial Study ◽  
Perceived Usefulness ◽  
Practice Experience ◽  
Survey Results ◽  
Initial Survey

ObjectiveThe objectives of this study were to evaluate the perceived student value of topics taught in a university’s Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions.MethodsAdvanced Pharmacy Practice Experience (APPE) students from the university’s 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500.  Based on the findings of the initial data, course revisions were developed and implemented for the following semester’s RX500 course.  In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012.ResultsFifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012.  The majority of students in the both groups had completed at least four APPE experiences at the time of survey completion.  Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within a classroom setting.  Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course.  The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results.ConclusionsData from the initial study period identified perceived areas for improvement in the course’s ability to prepare pharmacy students for the APPE year.  Following course revisions based on student perceptions, follow-up surveys indicated improvements in the perceived values of the revised topics.  Faculty can continue, however, to work on delivery of newer topics being added to the APPE preparation course.

scholarly journals A Precepting-Focused Advanced Pharmacy Practice Experience in Academia

2020 ◽  
Vol 11 (4) ◽  
pp. 11
Author(s):  
Andrew Darley ◽  
Ashley N. Hannings ◽  
Linda D. Logan ◽  
Kay L. Brooks
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Faculty Members ◽  
Job Responsibilities ◽  
Quality Of Instruction ◽  
Practice Experience ◽  
Article Type ◽  
Potential Strategy ◽  
Faculty Instruction

Description of the Opportunity: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. Innovation: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student’s precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. Findings: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as “similar” to faculty instruction. Conclusion: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors.   Article Type: Note

scholarly journals Preparing competent graduates for delivering pharmaceutical care: an experience from Northern Cyprus

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Abdikarim Mohamed Abdi ◽  
Arijana Meštrović ◽  
Rumeysa Demirdamar ◽  
Bilgen Basgut
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Respiratory Diseases ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Data Retrieval ◽  
Northern Cyprus ◽  
Before And After ◽  
The Core Competence ◽  
Public Health Promotion

Abstract Background This paper describes the implementation and evaluation of a clinical pharmacy practice (CPP) course in Northern Cyprus. The course covered a range of subjects, including internal medicine, cardiovascular and respiratory diseases, and drug information services. Methods An 8-week structured CPP course was designed for fifth-year students. Students’ competencies were assessed using an objective structural clinical examination (OSCE) before and after the intervention. The course addressed all CPP competence domains and learning outcomes, and it utilized a wide variety of learning activities. Student perceptions, experience and preceptor evaluations were assessed using surveys. Results Students reported that the learning objectives of the course were met. Substantial knowledge and skills in different areas of CPP were gained. A significant overall enhancement in the average grades on the OSCE was identified (23.09 ± 0.75 and 27.51 ± 0.71 out of 40). Students received the highest scores in drug information data retrieval and interpretation (4.4 ± 0.13), communication skills (4.2 ± 0.09) and public health promotion (3.92 ± 0.12). The lowest scores were recorded in clinical prescription management problems (2.5 ± 0.23) and pharmacotherapy application (2.54 ± 0.18). Conclusion Students’ scores significantly improved from the baseline in the core competence domains. Most students found the structure, process and outcomes of the course to be beneficial and satisfactory.

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