Using learning outcomes for undergraduate pharmacy education to assess final-year students' perceptions of their preparedness for pharmacy practice

2009 ◽  
Vol 17 (6) ◽  
pp. 351-358 ◽  
Author(s):  
Sarah C. Willis ◽  
Karen Hassell ◽  
Elizabeth M. Seston ◽  
Mark Hann
Keyword(s):  
Learning Outcomes ◽  
Pharmacy Practice ◽  
Pharmacy Education

scholarly journals Preceptor tips for navigating generational differences with introductory and advanced pharmacy practice experience students

2020 ◽  
Vol 18 (4) ◽  
pp. 2176
Author(s):  
Melinda J. Burnworth ◽  
Tracy K. Pettinger ◽  
Melissa S. Medina ◽  
Mary Niemczyk
Keyword(s):  
Learning Outcomes ◽  
Generation X ◽  
Generational Differences ◽  
Pharmacy Practice ◽  
Learning Preferences ◽  
Pharmacy Education ◽  
Practice Experience ◽  
Case Vignettes ◽  
Similarities And Differences ◽  
Meaningful Interaction

Ideally, precepting during introductory and advanced pharmacy practice experiences should be tailored to meet the individualized needs of learners. Understanding generational similarities and differences that exist between both learners and educators will facilitate meaningful interaction and improve learning outcomes. A common pitfall among preceptors is to judge the values of their pharmacy learners based on the stereotypes of the generations. This tends to be more evident when the preceptor’s generation differs from the generation of the learner. The following article describes generational attributes that influence experiential learning with general tips for how preceptors can use this information to enhance their interactions with learners. By comparing and contrasting the predominant generations in the current pharmacy education landscape (Baby Boomers, Generation X, and Millennials), the article will demonstrate how multi-generational interactions impact pharmacy education. As Millennials are the majority of experiential learners, the focus will be on their learning preferences and how preceptors can help engage these learners. Practical advice and tools on engaging Millennial learners will be reviewed. Case vignettes will demonstrate how to identify ways to tailor precepting to meet the needs of the learner, avoid common pitfalls, facilitate meaningful interaction, and, ultimately, improve learning outcomes.

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

Pharmacy ◽  
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.

scholarly journals A Novel Approach to Pharmacy Practice Law Instruction

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 75
Author(s):  
Matthew Deneff ◽  
Lisa M. Holle ◽  
Jill M. Fitzgerald ◽  
Kathryn Wheeler
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Survey Study ◽  
State Laws ◽  
Institutional Review ◽  
Novel Approach ◽  
Study Results ◽  
Course Changes ◽  
Main Component

Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board–approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes.

scholarly journals National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation’s global development goals: a case study of Qatar

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Meram Mohamed Mahmoud Elsayed Ibrahim ◽  
Majdoleen Omar Al Alawneh ◽  
Ahmed Awaisu ◽  
Ian Bates ◽  
...  
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Health Workforce ◽  
Qualitative Content Analysis ◽  
Pharmacy Practice ◽  
Policy Formation ◽  
Pharmacy Education ◽  
Global Development ◽  
Pharmacy Workforce ◽  
Development Goals

Abstract Background The sustainable development goals were launched by the United Nations in 2015. Its fifth goal was describing the achievement of universal health coverage by 2030. This goal reaffirms the importance of investing in the development and training of the global health workforce. In alliance with this, the International Pharmaceutical Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive Global Development Goals1 in 2020, encompassing not only workforce development, but additionally practice and pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development plans. Methods Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identified gaps from the collected data. DG[w] was considered “met” if all the provided indicators were achieved, “partially met” if at least one of the indicators were achieved, and “not met” if none of the indicators were achieved Results The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation (DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system. Conclusion The results indicated that DG[w]s are interrelated and a gap in one goal can negatively influence others. Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030.

Accomplishing CAPE Domain 3 During APPE Rotations: Student Perceptions

2021 ◽  
pp. 089719002110006
Author(s):  
Susan M. Smith ◽  
Jamielynn Sebaaly ◽  
Lisa Brennan ◽  
Wesley Haltom ◽  
Lisa Meade ◽  
...  
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Learning Experiences ◽  
Pharmacy Practice ◽  
Private University ◽  
Patient Advocacy ◽  
Pharmacy Education ◽  
Geographical Regions ◽  
Care Outcomes ◽  
Domain 3

Introduction: The purpose of this study is to examine student perceptions of accomplishment among 6 subdomains of Center for Advancement of Pharmacy Education (CAPE) Domain 3 “Approach to Practice and Care” outcomes in Advanced Pharmacy Practice Experiences (APPE) across distinct geographical regions. Methods: An 18-item electronic survey was distributed to 88 student pharmacists at a private university completing APPEs in 5 distinct regions and 2 concentrated learning experiences during their penultimate rotation. The survey assessed whether students had at least 1 opportunity to achieve Domain 3 outcomes. Students were prompted to report a percentage of perceived successful accomplishment of outcomes if they stated they had at least 1 opportunity for achievement. Results: Survey response rate was 52% (n = 46). Respondents reported a median accomplishment of at least 85% for each question. For 2 questions, respondents reported a median accomplishment of 99%. Students perceived successful accomplishment for most of the questions related to communication outcomes, while the lowest completion percentages were noted in outcomes related to patient advocacy (85%) and problem solving (88%). Student perceptions of accomplishment among the 6 subdomains were similar across regions and concentrated learning experiences. Conclusions: Students felt confident in accomplishing the outcomes associated with CAPE Domain 3. Regional assignments did not impact student perceptions of outcome accomplishment. Preceptors may play a pivotal role in providing students with opportunities to further polish their skills and increase confidence, specifically in the areas of patient advocacy and problem solving.

scholarly journals Redesigning the advanced pharmacy practice experiential education from hospital to home: A COVID-19 scenario

2021 ◽  
pp. 212-220
Author(s):  
Jisha Myalil Lucca ◽  
Dana Muwafag Alsugeir ◽  
Bashayer Mohmmed Al Shehail ◽  
Veerendra Chandralla ◽  
Dhafer Mahdi Alshayban ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Experiential Education ◽  
Clinical Pharmacy ◽  
Student Assessment ◽  
Pharmacy Practice ◽  
Assessment Method ◽  
Online Questionnaire ◽  
Experiential Training ◽  
Virtual Platform ◽  
Case Presentations

Introduction: During the 2020 COVID-19 pandemic, suspension of many educational activities occurred to mitigate the risks of infection spread. For pharmacy students in their internship year, many efforts have been made to move their experiential training to a virtual platform without compromising learning outcomes. Objectives: Redesign the advanced pharmacy practice experience (APPE) to remote learning without compromising the learning outcomes; Develop an appropriate teaching modality/strategy and assessment method for remote APPE; To drive the change in experiential education by providing guidance for other pharmacy schools dealing with similar situations. Restructured APPE: Eighty-seven interns were switched to an online internship with five specialties based on the availability of the preceptors, namely internal medicine, infectious diseases, oncology, total parenteral nutrition, and psychiatry. Experiential education activities such as drug information questions, case presentations, and clinical pharmacy topic discussions took place on virtual platforms. Student assessment was done using adjusted rubrics to suit the online platforms. Student feedback was taken using an online questionnaire and was mostly positive, indicating that they improved their clinical pharmacy knowledge. Conclusion: The authors highlighted the various restructuring modalities and learning methods used for different clinical rotations to achieve the learning outcomes in difficult situations. In future, the authors plan to work with their colleagues in other health colleges to adapt their practices together.

Extended Reality in Patient Care and Pharmacy Practice: A Viewpoint

2020 ◽  
Vol 66 (4) ◽  
pp. 22-27
Author(s):  
Jody Takemoto ◽  
Brittany Parmentier ◽  
Rachel Bratelli ◽  
Thayer Merritt ◽  
Leanne California Health Sciences University
Keyword(s):  
Virtual Reality ◽  
Pain Management ◽  
Patient Care ◽  
Mixed Reality ◽  
Pharmacy Practice ◽  
Educational Practice ◽  
Improve Patient Care ◽  
Pharmacy Education ◽  
Evolution Of Technology ◽  
Improve Patient

The evolution of technology has given practitioners and educators more tools to better treat, manage, and educate both patients and future pharmacists. The objective of this viewpoint publication is to describe the current use of extended reality (XR) in pharmacy and propose ways in which pharmacy practice and education may benefit from incorporation of this technology. While these tools have been used for decades by many other professions, pharmacy is starting to adopt XR in professional and educational practice. XR (virtual reality, mixed reality, and augmented reality) is being used in various aspects of pharmacy care and education, such as pain management, diabetes self-care, cross-checking of prescriptions, treatments for addiction, and (in limited ways) patient and pharmacy education. There is great potential for further integration of XR into pharmacy practice and pharmacy education to ultimately improve patient care and education as well as pharmacy education.

scholarly journals PHARMACY PRACTICE EXPERIENTIAL PROGRAMS IN THE CONTEXT OF CLINICAL EDUCATION

2017 ◽  
Vol 9 (2) ◽  
pp. 35 ◽  
Author(s):  
Simone De AraÚjo Medina MendonÇa ◽  
Beatriz Leal Meireles ◽  
Erika LourenÇo De Freitas ◽  
Djenane Ramalho De Oliveira
Keyword(s):  
Clinical Practice ◽  
Clinical Education ◽  
Pharmacy Practice ◽  
Evaluation Study ◽  
Pharmacy Education ◽  
Eligibility Criteria ◽  
Community Institutions ◽  
Advanced Students ◽  
Organizational Arrangement ◽  
Number Of Publications

<p><strong>Objective</strong>:<strong> </strong>To identify studies describing and/or assessing pharmacy practice experiential programs focusing on clinical education.</p><p><strong>Methods</strong>:<strong> </strong>A systematic literature review was carried out. The databases searched included Lilacs, Medline/Pubmed, Eric and Scopus. The search strategy was devised based on a combination of subject headings related to pharmacy practice experiential programs, pharmacy education, and clinical practice in pharmacy. Two reviewers independently performed article selection, applying eligibility criteria defined. The level of agreement between the reviewers (Kappa coefficient) was calculated. Information about the clinical practice and settings used, description of pharmacy practice experiential model and type of evaluation study performed was collected from the articles selected using a pre structured form.</p><p><strong>Results</strong>:<strong> </strong>Of the 474 items retrieved in the initial search, 31 articles met the eligibility criteria. An increase in the number of publications in the 2000s was noted, predominantly (n=22, 71.0%) from North America. <em>Pharmaceutical care </em>was the most commonly used term to denote clinical practice in pharmacy. The practice sites ranged from hospitals (n=13, 41.9%), outpatient clinics (n=12, 38.7%), community pharmacies (n=7, 22.6%) and other community institutions (n=10, 32.3%), whereas some experiences involved a combination of these settings. The most common organizational arrangement involved pharmacists from the healthcare service as preceptors supervising students in the field, and teachers as educators, tutors and researchers within universities. In some situations, however, teachers and more advanced students acted as preceptors. Educational outcomes and/or results related to the service delivered by students and preceptors were assessed, where the quantitative method was the most frequently employed approach in both cases.</p><p><strong>Conclusion</strong>:<strong> </strong>The studies revealed that the partnership among university, health services and community is a promising initiative for improving the quality of pharmaceutical services offered to society and of pharmaceutical education.</p>

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