scholarly journals Implementation of a capstone course with Formative OSCEs to evaluate preparedness for Advanced Pharmacy Practice Experiences (APPE)

2021 ◽  
pp. 145-158
Author(s):  
Ashleigh L Barrickman ◽  
Lena Maynor
Keyword(s):  
Pharmacy Practice ◽  
Student Feedback ◽  
Pharmacy Students ◽  
Student Survey ◽  
Capstone Course ◽  
Knowledge And Skills ◽  
Capstone Courses ◽  
Unique Aspect ◽  
Objective Structured Clinical Examinations ◽  
And Performance

Background: Capstone courses are well documented in pharmacy programmes, but vary in content, methods, and assessment. Aim: To describe the development and implementation of a capstone course for pharmacy students. Description: Components of the capstone course included clinical reviews, pre-tests, calculations, cases, and formative and summative objective structured clinical examinations (OSCEs). Formative OSCEs were a unique aspect of this capstone course, and were used to help students identify clinical strengths and recognise areas of weakness prior to advanced pharmacy practice experiences (APPE). Evaluation: A total of 72 students completed the capstone course in spring 2018. Student survey data indicated that the format of the course was conducive to learning, particularly the use of formative OSCEs. Conclusion: A capstone course was successfully designed and implemented that assessed a variety of pharmacy knowledge and skills prior to APPE. Student feedback and performance in the course provided insight that led to revisions in the pre-APPE curriculum.

Capstone experiences in small MPA programs in the United States

2016 ◽  
Vol 35 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Younhee Kim
Keyword(s):  
United States ◽  
Public Administration ◽  
The United States ◽  
Directed Group ◽  
Capstone Course ◽  
Knowledge And Skills ◽  
Paper Model ◽  
Capstone Courses ◽  
Pilot Experience ◽  
Quasi Experimental

A capstone experience, as an exit degree requirement, allows Master of Public Administration (MPA) students to build quasi-experimental practices by applying learned knowledge and skills throughout their curriculum in the United States. Accredited MPA programs have implemented their capstone courses differently to achieve required standards. Small programs have faced more challenges in organizational capacities than big programs. Although no consensus on standard capstone course components has been made, this study intends to discuss feasible capstone formats for small programs by reviewing the relatively small accredited MPA programs. The majority of the comparable programs have adopted the professional paper model with different course structures. In response to the program reviews and the pilot experience, three components are suggested to redesign a capstone course for small programs: faculty-directed; group-based; and project-focused. The capstone pilot experience has confirmed that ownership by the involvement of many faculty and external inputs in designing the course is critical to implement successful capstone experiences for small programs.

Business and Industry Project-Based Capstone Courses: Selecting Projects and Assessing Learning Outcomes

2009 ◽  
Vol 23 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Reza A. Maleki
Keyword(s):  
Learning Outcomes ◽  
Real World ◽  
Key Factors ◽  
Capstone Course ◽  
Knowledge And Skills ◽  
Capstone Courses ◽  
Capstone Project ◽  
Engineering And Technology ◽  
Negative Impacts ◽  
Project Life

This is the first of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. The course also incorporates standards and realistic constraints. Preparing students for ‘real world’ practices is an integral part of the curriculum for many engineering and technology programmes. Such preparation can involve numerous approaches to simulate realistic experiences, including engaging students with real-world external clients who might use their work. These practices offer the challenge of identifying and selecting suitable projects as well as developing the means to evaluate effectively the learning outcomes related to students' participation in such projects. This paper has two main parts. Part 1 concerns the process of project solicitation and communication with clients during different phases of the capstone project life. The difficulties encountered and the means of reducing their negative impacts are also addressed. Part 2 includes the development of the students' learning outcomes and the tools used to measure them. The second paper, also published in this issue of Industry and Higher Education, addresses some of the key factors in enhancing student learning in teams.

Desirable Skills in New Pharmacists

2016 ◽  
Vol 30 (1) ◽  
pp. 94-98 ◽  
Author(s):  
Catherine E. O’Brien ◽  
Schwanda K. Flowers ◽  
Cindy D. Stowe
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Knowledge And Skills ◽  
New Graduates ◽  
Ethics Management ◽  
Pharmacy Curriculum ◽  
Survey Responses

Objective: To compare survey responses between licensed pharmacists who work with or employ new graduates and graduating senior pharmacy students at a college of pharmacy. Design: This was a retrospective analysis of surveys given to 2 groups of pharmacists and students. Responses to items regarding importance of desirable qualities in new pharmacists and level of preparation of new graduates were analyzed. Qualities included drug information, pharmacology, therapeutics, communication with patients/customers or health care professionals, professionalism, ethics, management, and conflict resolution. Results: There was consensus between pharmacists and students regarding the importance of all items ( P > .05 for all comparisons). However, the percentage of pharmacists versus students who agreed that new graduates communicate effectively differed (86.7% vs 100%, respectively, P < .05). Of pharmacists surveyed at a career fair, 64.1% chose communication as the 1 skill that would distinguish an applicant, and retail and hospital pharmacists displayed a statistically significant ( P < .05) difference in the audience (patients/customers vs other health care professionals). Conclusion: Pharmacists and students agree on the knowledge and skills essential for pharmacy practice but disagree on the level of preparation for effective communication. These results support ongoing efforts to improve the development of communication skills in the professional pharmacy curriculum.

Understanding and promoting students’ well-being and performance in university studies – effects of a 7-week Acceptance and Commitment Therapy based course (Preprint)

2019 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori ◽  
Kirsikka Kaipainen
Keyword(s):  
Mental Illness ◽  
University Students ◽  
Acceptance And Commitment Therapy ◽  
Well Being ◽  
Pharmacy Students ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Performance

BACKGROUND Internationally there have been many studies showing that the number of university students suffering from mental illness is growing and this problem should be addressed OBJECTIVE The aim of this study was to examine 41 pharmacy students’ experiences of a small Acceptance and Commitment Therapy (ACT) -based intervention that was implemented as a 7-week course with weekly online modules. METHODS Students’ well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students’ experiences of the effectiveness of the course and were analysed from open-ended responses and a reflective journal. RESULTS The results show that students’ well-being and ability to manage time and effort increased during the course(p≤0.003). In their reflective journals, students described how their ability to manage stress in their studies, cope with their thoughts and feelings, focus on the things that are more important to them, and manage their time in studying and their well-being had improved. CONCLUSIONS This study showed that it is possible to foster students’ well-being in their studies. More research is needed to identify the long-lasting effects of these kind of interventions.

scholarly journals Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 62 ◽  
Author(s):  
Amanda Savage ◽  
Lana M. Minshew ◽  
Heidi N. Anksorus ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Concept Maps ◽  
Response Rate ◽  
Skill Development ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Future Work ◽  
Assessment Strategies ◽  
Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

Aiding Student Conceptualisation of the Mobile Channel and the Operation of a RAKE Receiver Using a Project Developed in SIMULINK®

2005 ◽  
Vol 42 (3) ◽  
pp. 211-222
Author(s):  
Paul Coulton ◽  
Chadi Khirallah ◽  
Reuben Edwards
Keyword(s):  
Complex Systems ◽  
Learning Experience ◽  
Rake Receiver ◽  
Student Feedback ◽  
Mobile Channel ◽  
And Performance

This paper presents a project to aid student conceptualisation of the complex theories that characterise the mobile channel and the operation of a Rake receiver. We show, through student feedback and performance, that these complex systems can be presented in a challenging and stimulating way to maximise the learning experience.

Evaluation of Clinical Competence: The Gap Between Expectation and Performance

PEDIATRICS ◽  
1996 ◽  
Vol 97 (2) ◽  
pp. 179-184
Author(s):  
Bahman Joorabchi ◽  
Jeffrey M. Devries
Keyword(s):  
Descriptive Analysis ◽  
Data Gathering ◽  
Community Based ◽  
Resident Performance ◽  
Faculty Expectations ◽  
Clinical Evaluations ◽  
Pediatric Residency ◽  
Objective Structured Clinical Examinations ◽  
And Performance ◽  
High Degree

Objective. To evaluate a 3-year experience with the Objective Structured Clinical Examinations (OSCEs) and to compare faculty expectations with resident performance. Design. Descriptive analysis of measures of resident performance. Setting. Community-based pediatric residency program in Michigan. Participants. One hundred twenty-six pediatric residents at all levels of training. Methods. The three examinations consisted of 36 to 42 5-minute stations, testing skills in physical examination, history, counseling, telephone management, and test interpretation. A committee of faculty and chief residents predetermined minimum pass levels for each resident level. Results were compared with other indices of resident performance. Results. There was evidence for content, construct, and concurrent validity, as well as a high degree of reliability. However, 40% to 96% of residents scored below the minimum pass levels for their levels. In each examination, third-year residents had the highest failure rates, yet they scored well on the American Board of Pediatrics in-training examination and on their monthly clinical evaluations. Furthermore, for residents at all levels, the scores reflecting application of data were significantly lower than those assessing data gathering. Conclusions. The gaps between expectations and performance, and between data gathering and application, have important implications for institutional educational philosophy, suggesting a shift toward more clinically oriented and learner-directed strategies in the design of instructional and evaluation methods.

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