scholarly journals Assessment of Web-Based Training Modules on Learning Facilitation for Advanced Pharmacy Practice Experiences in Pediatrics

2011 ◽  
Vol 16 (3) ◽  
pp. 210-215
Author(s):  
Jennifer L. Morris ◽  
Chad A. Knoderer
Keyword(s):  
Pharmaceutical Care ◽  
Pediatric Patients ◽  
Pharmacy Practice ◽  
Antimicrobial Use ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Learning Facilitation ◽  
Practice Experience ◽  
Monitoring Module ◽  
Training Modules

OBJECTIVES To assess the effectiveness of web-based training (WBT) modules to enhance and facilitate student pharmacists' learning and their ability to provide pharmaceutical care to children during a pediatric advanced pharmacy practice experience (APPE). METHODS Pediatric-specific WBT modules were developed for completion by APPE students during a 4-week rotation. Pediatric modules covered developmental pharmacology; antimicrobial use and monitoring; fluids, electrolytes, and dehydration; and drug information. Students were responsible for completing all modules within the first week of the APPE. Preassessments and postassessments consisted of 8 to 10 multiple-choice questions, with scores ranging from 0 to 100 points. Data were analyzed using descriptive statistics and paired t tests. RESULTS Statistically significant improvements in postassessment scores were achieved for 3 of the 4 modules. Significant improvements were not observed in the antimicrobial use and monitoring module. Most student pharmacists either somewhat or strongly agreed that the modules improved their understanding of pharmaceutical care for children. CONCLUSIONS WBT modules, taken during an APPE rotation, may expand and improve student pharmacists' understanding of pharmaceutical care in pediatric patients.

scholarly journals An Introductory Pharmacy Practice Experience Providing Pharmaceutical Care to Elderly Patients

2011 ◽  
Vol 75 (8) ◽  
pp. 159 ◽  
Author(s):  
Melissa Somma McGivney ◽  
Deanne L. Hall ◽  
Gary P. Stoehr ◽  
Teresa E. Donegan
Keyword(s):  
Elderly Patients ◽  
Pharmaceutical Care ◽  
Pharmacy Practice ◽  
Practice Experience

scholarly journals Web-based Portfolios for Pharmaceutical Care Plans During Advanced Pharmacy Practice Experiences

2010 ◽  
Vol 74 (4) ◽  
pp. 59 ◽  
Author(s):  
Charles H. McDuffie ◽  
Melody C. Sheffield ◽  
Mindi S. Miller ◽  
Lori J. Duke ◽  
Sandra P. Rogers
Keyword(s):  
Pharmaceutical Care ◽  
Pharmacy Practice ◽  
Web Based ◽  
Care Plans

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

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

scholarly journals An Elective Pharmaceutical Care Course to Prepare Students for an Advanced Pharmacy Practice Experience in Kenya

2013 ◽  
Vol 77 (3) ◽  
pp. 60 ◽  
Author(s):  
Ellen M. Schellhase ◽  
Monica L. Miller ◽  
William Ogallo ◽  
Sonak D. Pastakia
Keyword(s):  
Pharmaceutical Care ◽  
Pharmacy Practice ◽  
Practice Experience ◽  
Care Course

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.

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.

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