Evaluation of student-perceived growth in entrustable professional activities after involvement in a transitions-of-care process within an adult medicine advanced pharmacy practice experience

ObjectiveSimulation technology has been integrated into team resource management (TRM) training in many hospitals. We designed a simulation-based TRM training scenario (SBTRM) aiming to help post graduate year (PGY) physicians to fulfil the requirements of the entrustable professional activities 13 (EPA 13). In this study, we investigate and report the SBTRM effectiveness.MethodsA total of 61 physicians received the SBTRM from March to November 2017. The SBTRM covers the core contents of teamwork skills. The trainees were evaluated with qualified clinical instructors after SBTRM training. The evaluation form is a 15-item questionnaire that evaluates the communication, situation monitoring, attitudes and clinical treatment of trainee behaviour.ResultsA total of 75% of trainees agreed that the simulation is close to the usual care behaviour and helpful in thinking about changes in the surrounding conditions. More than 80% of trainees can actively communicate the care process; 82% of trainees can provide appropriate clinical treatment for patients. We found that physicians did not pay enough attention to the definition of ‘nursing work’. 75% of the overall performance of teamwork and patient safety reached only ‘good’ level.ConclusionsCurrent medical education is increasingly using simulation to learn teamwork skills, with the hope that trainees use systematic thinking to carry out the care process. In this study, we designed a SBTRM and evaluation form that meets the requirements of EPA 13 for trainees. This training should improve physicians’ safety awareness in the first post-graduate year.

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Entrustable Professional Activities for Specialty Pharmacy Practice

American Journal of Pharmaceutical Education ◽

10.5688/ajpe8010178 ◽

2016 ◽

Vol 80 (10) ◽

pp. 178 ◽

Cited By ~ 4

Author(s):

Amy L. Pittenger ◽

Scott A. Chapman ◽

Caitlin K. Frail ◽

Jean Y. Moon ◽

Megan R. Undeberg ◽

...

Keyword(s):

Pharmacy Practice ◽

Entrustable Professional Activities ◽

Professional Activities ◽

Specialty Pharmacy

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Moving beyond the technical skills and promoting professionalism—the experience of the College of Anaesthesiologists of Ireland with incorporating the Medical Council Eight Domains of Good Professional Practice into Entrustable Professional Activities

Irish Journal of Medical Science (1971 -) ◽

10.1007/s11845-020-02216-4 ◽

2020 ◽

Vol 189 (4) ◽

pp. 1379-1389

Author(s):

Orsolya Solymos ◽

Lindi Snyman ◽

Eilís Condon ◽

Camillus Power ◽

Josephine Boland

Keyword(s):

Professional Practice ◽

Technical Skills ◽

Entrustable Professional Activities ◽

Medical Council ◽

Professional Activities

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Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Pharmacy ◽

10.3390/pharmacy9010048 ◽

2021 ◽

Vol 9 (1) ◽

pp. 48

Author(s):

Ashley E. Johnson ◽

Jillian Barrack ◽

Jill M. Fitzgerald ◽

Diana M. Sobieraj ◽

Lisa M. Holle

Keyword(s):

Community Pharmacy ◽

Experiential Education ◽

Self Care ◽

Pharmacy Practice ◽

Pharmacy Education ◽

P Value ◽

Community Practice ◽

Practice Experience ◽

Group A ◽

Group B

Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

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

Journal of Oncology Pharmacy Practice ◽

10.1177/10781552211019116 ◽

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.

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Impact of a novel preceptor collaborative advanced pharmacy practice experience curriculum on student-perceived ability and confidence

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2021.06.007 ◽

2021 ◽

Author(s):

Elizabeth W. Covington ◽

Jeffrey A. Kyle ◽

Valerie T. Prince ◽

Megan Z. Roberts ◽

Mary A. Worthington

Keyword(s):

Pharmacy Practice ◽

Perceived Ability ◽

Practice Experience

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