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Li H, De Francesco M, Mathews T, Singh G, Baratt Y, Evans K, Jan H. Enhancing Annual Wellness Visits: A Pharmacy-Driven Quality Improvement Approach With Multidisciplinary Collaboration. J Ambul Care Manage 2024; 47:278-283. [PMID: 39028578 DOI: 10.1097/jac.0000000000000508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/21/2024]
Abstract
Annual wellness visits (AWVs) guide appropriate patient care through lifestyle modifications, medication intervention, or social assistance. We launched a quality improvement program to target Medicare beneficiaries as part of an Accountable Care Organization (ACO). Key stakeholders collectively implemented a process consisting of two cohorts: AWVs completed with the support of the pharmacy team or directly by providers. A standardized workflow for the pharmacy cohort involved the clinical pharmacists and pharmacy extenders, allowing a layered learning experience. The AWV completion rate was optimized with the interventions of the pharmacy team.
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Affiliation(s)
- Hanlin Li
- Author Affiliations: Department of Pharmacy (Drs Li, Baratt, and De Francesco), Department of Health Information Management, Revenue Cycle NYQC (Dr Mathews and Mrs Singh), NewYork-Presbyterian, New York, New York, and Department of Medicine (Drs Evans and Jan), Columbia University Irving Medical Center, New York, New York
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Clark Dula CA, Jackson K, King SA, Nebergall S, Matthews DE. Developing supervisory and precepting skills through simulation: Near peer teaching in a skills laboratory. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102121. [PMID: 38865874 DOI: 10.1016/j.cptl.2024.102121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 05/17/2024] [Accepted: 05/30/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND AND PURPOSE Near-peer teaching is an innovative approach to teaching the skills of supervising and precepting while benefiting students with different levels of experience and academic training. This study describes near-peer activities in skills-based laboratory courses that provided opportunities for one-on-one teaching to benefit learners in the introductory lab courses while simultaneously training more advanced students for future supervisory and precepting roles. EDUCATIONAL ACTIVITY & SETTING Three community pharmacy near-peer teaching simulations were designed and implemented: 1) Patient Counseling and Medication Adherence, 2) Dispensing and Patient Counseling, and 3) Drug Utilization Review and Prescriber Calls. These activities took place over two semesters of a pharmacy skills lab with all first- and third-year Doctor of Pharmacy students. FINDINGS In Autumn 2019, 80% (111/139) of P1s and 67% (80/119) of P3s responded to the course evaluation survey. In Spring 2020, 73% (100/137) of P1s and 68% (80/118) of P3s responded to the course evaluation survey. The P3s reported increased confidence in their ability to provide meaningful feedback, while P1s reported increased confidence in communicating with patients and healthcare providers. Performance data revealed that most P1s and P3s completed dispensing and communication activities accurately using a near-peer approach. Overall, the P1s and P3s felt the activities were valuable learning experiences. SUMMARY The near-peer activities described in this study fill a gap in the training of pharmacy graduates for future precepting and supervisory roles. Evaluation of these near-peer activities suggest that both junior and senior learners benefit from simulated preceptor-intern interactions, supporting this innovative approach to address supervisory and precepting responsibilities.
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Affiliation(s)
- Colleen A Clark Dula
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - Kristy Jackson
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - Stacy A King
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - Sean Nebergall
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - David E Matthews
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
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Do J, Choi SC, Chang J, Mike LA. Creating a win-win: A novel layered learning approach for assessing first-year pharmacy students' communication skills. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102111. [PMID: 38805878 DOI: 10.1016/j.cptl.2024.102111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Revised: 04/19/2024] [Accepted: 05/10/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND AND PURPOSE Individualized assessment of students in skills-based courses is essential for practice readiness, however recruiting evaluators is challenging. Our school of pharmacy offers a teaching certificate program for postgraduate year one pharmacy residents (PGY1 residents; PGY1s) which requires completion of a teaching experience. The longitudinal layered learning assessment experience (LLLAE) was designed to meet instructional needs for individualized assessment of first-year pharmacy students' communication skills and provide a meaningful teaching opportunity for PGY1s. This manuscript describes the implementation and evaluates the impact of the LLLAE. EDUCATIONAL ACTIVITY AND SETTING PGY1s were invited to participate in the yearlong LLLAE. Faculty developed PGY1s' skills through training sessions, direct observation, and debrief sessions. PGY1s evaluated students and provided feedback using pre-defined criteria during 3 summative assessments (capstones). Capstones were common pharmacy practice scenarios in which students interact with an actor serving as a standardized patient or provider. PGY1s completed an end-of-year survey to self-rate their improvement in evaluating students, providing feedback, and confidence. FINDINGS Twenty-two PGY1s participated in the LLLAE over 2 years. They evaluated 73.2% of total capstone interactions. The end-of-year survey was completed by 20 PGY1s (90.9% response rate). All respondents indicated improvement in their skills to evaluate students, ability to provide feedback, and confidence. Scores were 4 or 5 (scale of 1 to 5) across all measures. Key contributors fostering improvement were the training and debrief sessions, faculty feedback, pre-defined criteria, and multiple practice opportunities. SUMMARY This novel layered learning approach was a win-win for faculty and PGY1s. The approach improved feasibility for faculty to continue individualized student assessment while mentoring early career pharmacists. PGY1s gained an opportunity to contribute to student growth, learn from experienced faculty, and develop skills for practice. Additionally, students benefited from individualized feedback.
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Affiliation(s)
- Jennie Do
- Clinical Assistant Professor of Pharmacy, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA.
| | - Seohyun Claudia Choi
- Assistant Teaching Professor of Pharmacy, Clinical Practice, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA
| | - Jennifer Chang
- Associate Teaching Professor of Pharmacy, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA
| | - Leigh Ann Mike
- Clinical Associate Professor of Pharmacy, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA
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Giruzzi ME, Fuller KA, Dryden KL, Hazen MR, Robinson JD. A Cycle of Reinforcing Challenges and Ideas for Action in Experiential Settings. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100710. [PMID: 38750821 DOI: 10.1016/j.ajpe.2024.100710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2024] [Revised: 05/01/2024] [Accepted: 05/02/2024] [Indexed: 05/28/2024]
Abstract
Evidence suggests that both pharmacy students and preceptors are struggling in the experiential setting. Underlying this phenomenon is a potential interconnected and cyclic set of behaviors being reinforced between students and preceptors. These behaviors can contribute to or are the result of higher levels of burnout and a decrease in the development of student clinical skills and subsequent performance on rotation. In this review, the authors investigate various challenges commonly encountered in the experiential environment. These challenges can range from an observed decrease in student engagement, motivation, and critical thinking skills to an increase in preceptor burnout and culture shifts in the clinical practice environments. These factors all ultimately impact patient care and overall student performance. For each challenge identified, strategies will be presented that can be implemented by students, preceptors, and pharmacy programs to break the cyclic pattern identified.
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Affiliation(s)
- Megan E Giruzzi
- Washington State University College of Pharmacy and Pharmaceutical Sciences, Spokane, WA, USA.
| | - Kathryn A Fuller
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Kate L Dryden
- Washington State University College of Pharmacy and Pharmaceutical Sciences, Spokane, WA, USA
| | - Malia R Hazen
- Washington State University College of Pharmacy and Pharmaceutical Sciences, Spokane, WA, USA
| | - Jennifer D Robinson
- Washington State University College of Pharmacy and Pharmaceutical Sciences, Spokane, WA, USA
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Guidry CM, Jackson BT, Hawkins WA. Layered learning: Eight precepting strategies for the new attending pharmacist. Am J Health Syst Pharm 2023; 80:407-411. [PMID: 36571285 DOI: 10.1093/ajhp/zxac382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Indexed: 12/27/2022] Open
Affiliation(s)
- Corey M Guidry
- Department of Pharmacy: Clinical and Administrative Sciences University of Oklahoma College of Pharmacy Oklahoma City, OK, USA
| | | | - W Anthony Hawkins
- Department of Clinical and Administrative Pharmacy University of Georgia College of Pharmacy Albany, GA, USA
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Kido K, Slain D, Kamal KM, Lee JC. Adapting the layered learning model to a virtual international exchange program. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1500-1505. [PMID: 36402695 DOI: 10.1016/j.cptl.2022.10.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 08/28/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The layered learning model (LLM) is a well-established teaching approach designed for attending preceptors to train post-graduate learners and to precept students. The adaptation of a LLM to a virtual exchange program has not been previously described. The purpose of this study was to evaluate the effectiveness of the longitudinal virtual international exchange program in applying principles of the LLM to multiple levels of learners and instructors at West Virginia University (WVU) School of Pharmacy and Kitasato University (KU) School of Pharmacy. METHODS The online survey piloted the impact of applying the LLM to virtual international exchange sessions on improving participant knowledge in pharmacy practice, pharmacy education, cultural practices, and cultural awareness. The survey questions assessed the program's structure and effectiveness in achieving learning outcomes related to pharmacy residency topics and cultural competency using a five-point Likert scale. RESULTS Median scores of the effectiveness of the virtual international exchange program structure were high (≥ 4.0). Two questions evaluating the use of the LLM had median scores of 4.0. All nine residency-related questions were rated ≥3.0. The median scores for three questions evaluating small group discussions and the use of the LLM were rated significantly higher by WVU participants than KU participants. There were no significant differences in program structure and learning outcome ratings between participant groups (student vs. resident/fellow vs. preceptor/faculty). CONCLUSIONS Application of the LLM to the virtual international exchange program was positively received by participants, particularly by United States participants.
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Affiliation(s)
- Kazuhiko Kido
- Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV 26506, United States.
| | - Douglas Slain
- Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV 26506, United States.
| | - Khalid M Kamal
- Department of Pharmaceutical Systems and Policy, West Virginia University School of Pharmacy, Morgantown, WV 26506, United States.
| | - James C Lee
- Department of Pharmacy Practice, University of Illinois Chicago College of Pharmacy, Chicago, IL 60612, United States.
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Dang NV, Pon TK, Hellier YM. Pharmacy Resident Perspectives on the Layered Learning Practice Model. Hosp Pharm 2022; 57:425-434. [PMID: 35898244 PMCID: PMC9310320 DOI: 10.1177/00185787211066458] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2023]
Abstract
Objective: To describe pharmacy resident perspectives on the layered learning practice model (LLPM) at large academic medical centers in the United States and identify the types of training residents receive to prepare for the LLPM. Methods: This was a cross-sectional, mixed methods study that surveyed pharmacy residents completing training at large, academic medical centers on their perspectives of the LLPM. Residents with at least 4 weeks of precepting experience were eligible to complete an online survey. Descriptive statistics were generated for demographic and Likert data while themes were identified from narrative free responses. Results: Twenty-seven resident responses from 10 institutions were included. Likert data showed generally positive perspectives toward overall experience with the LLPM and perceived LLPM impact on clinical knowledge and professional practice, with 100.0% of respondents agreeing they enjoyed precepting under the LLPM. However, 44.4% also agreed that precepting was stressful. LLPM impact on resident behavior received positive to neutral responses; 63.0% neither agreed nor disagreed that the LLPM changed their approach to patient care. Written comments revealed themes such as sources of stress within the LLPM, increased depth of learning, improved comprehensive patient care, and improved professional growth. The most common forms of LLPM training occurred through preceptor and student evaluations (73.1% and 61.5%, respectively) and orientation (50.0%). Conclusion: These findings identified a variety of resident perspectives on the LLPM ranging from positive to negative and revealed possible areas of improvement related to LLPM implementation. Residency programs may consider exploring stressors on the resident role in the LLPM to better structure resident precepting training and maximize their clinical learning experience.
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Affiliation(s)
- Nathan V. Dang
- University of California, San Francisco, CA, USA
- University of California, Davis Health, Sacramento, CA, USA
| | - Tiffany K. Pon
- University of California, San Francisco, CA, USA
- University of California, Davis Health, Sacramento, CA, USA
| | - Yvette M. Hellier
- University of California, San Francisco, CA, USA
- University of California, Davis Health, Sacramento, CA, USA
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8
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Task-Layered Clinical Orientation for New Graduate Registered Nurses. J Nurses Prof Dev 2022; 38:E13-E18. [PMID: 35025829 DOI: 10.1097/nnd.0000000000000841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
New nurse residency programs focus on the professional transition from student nurse to clinical nurse. In some facilities, the way in which new graduate nurses are oriented to the fast-paced clinical setting is based on tradition rather than theory, research, or available evidence. This article offers a theory-based approach to clinical practice orientation of new graduate nurses termed task-layered clinical orientation and offers an innovative approach for consideration.
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Newsome AS, Ku P, Murray B, Smith SE, Powell RM, Hawkins WA, Branan TN, Bland CM. Kindling the fire: The power of mentorship. Am J Health Syst Pharm 2021; 78:2271-2276. [PMID: 34293082 PMCID: PMC8406889 DOI: 10.1093/ajhp/zxab295] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Affiliation(s)
- Andrea Sikora Newsome
- Department of Clinical and Administrative Pharmacy, University of Georgia College of Pharmacy, Augusta, GA, and Department of Pharmacy, Augusta University Medical Center, Augusta, GA, USA
| | - Pam Ku
- Department of Pharmacy, Augusta University Medical Center, Augusta, GA, USA
| | - Brian Murray
- Department of Pharmacy, University of North Carolina Medical Center, Chapel Hill, NC, USA
| | - Susan E Smith
- Department of Clinical and Administrative Pharmacy, University of Georgia College of Pharmacy, Athens, GA, USA
| | - Rebecca Martin Powell
- Department of Clinical and Administrative Pharmacy, University of Georgia College of Pharmacy, Athens, GA, USA
| | - W Anthony Hawkins
- Department of Clinical and Administrative Pharmacy, University of Georgia College of Pharmacy, Albany, GA, andDepartment of Pharmacology and Toxicology, Medical College of Georgia at Augusta University, Albany, GA, USA
| | - Trisha N Branan
- Department of Clinical and Administrative Pharmacy, University of Georgia College of Pharmacy, Athens, GA, USA
| | - Christopher M Bland
- Department of Clinical and Administrative Pharmacy, University of Georgia College of Pharmacy, Savannah, GA, and St. Joseph's/Candler Health System, Savannah, GA, USA
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Evaluation of the academic achievements of clinician health services research scientists involved in "pre-K" career development award programs. J Clin Transl Sci 2021; 5:e122. [PMID: 34267949 PMCID: PMC8278162 DOI: 10.1017/cts.2021.780] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Revised: 04/07/2021] [Accepted: 04/08/2021] [Indexed: 02/06/2023] Open
Abstract
Introduction Research career development awards (CDAs) facilitate development of clinician-scientists. This study compared the academic achievements of individuals in a structured institutional "pre-K" CDA program, the Mayo Clinic Kern Scholars program, with individuals who applied for but were not admitted to the Kern program ("Kern applicants"), and awardees of other unstructured internal CDAs. Methods This was a longitudinal cohort study of clinicians engaged in research at Mayo Clinic between 2010 and 2019. The primary outcome was time to the 15th new peer-reviewed publication after the program start, adjusted for baseline number of publications. Secondarily, we described successful awarding of federal funding by the NIH or VA. Results The median (IQR) number of baseline publications was highest among Kern Scholars compared to Kern Applicants or other CDA awardees [16 (12, 29) vs 5 (1, 11) and 8 (5, 16); P < 0.001]. After adjustment for baseline publications, the time to 15th new publication was significantly shorter for Kern Scholars than for the two comparator groups (P<0.001). Similar findings were observed with total new publications within 5 years (P < 0.001), as well as number of new first-/last-author publications within 5 years (P < 0.001). The overall frequency of K-awards, R-awards (or equivalent), or any funding were similar between groups, with the exception of R03 awards, which were significantly more common among Kern Scholars (P = 0.002). Conclusion The Kern Scholars program is a successful training model for clinician-scientists that demonstrated comparatively greater acceleration of scholarly productivity than other internal CDA programs.
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Masterson J, Rafferty A, Michalets EL. The Clinical Training Center: A layered‐learning rotation model to meet departmental goals at a community teaching hospital. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jordan Masterson
- Mission Hospital Asheville North Carolina USA
- Eshelman School of Pharmacy University of North Carolina at Chapel Hill Asheville North Carolina USA
| | - Aubrie Rafferty
- Mission Hospital Asheville North Carolina USA
- Eshelman School of Pharmacy University of North Carolina at Chapel Hill Asheville North Carolina USA
| | - Elizabeth Landrum Michalets
- Mission Hospital Asheville North Carolina USA
- Eshelman School of Pharmacy University of North Carolina at Chapel Hill Asheville North Carolina USA
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Hampton R, Woods TM. Standardizing and improving the education of pharmacy students in a large health system. Am J Health Syst Pharm 2021; 78:666-668. [PMID: 33594442 PMCID: PMC7929386 DOI: 10.1093/ajhp/zxab047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
In an effort to expedite the publication of articles related to the COVID-19 pandemic, AJHP is posting these manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.
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Affiliation(s)
- Ranae Hampton
- Saint Luke's Hospital of Kansas City Kansas City, MO, USA
| | - T Mark Woods
- Saint Luke's Hospital of Kansas City Kansas City, MO, USA
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Knott GJ, Mylrea MF, Glass BD. A Scoping Review of Pharmacy Preceptor Training Programs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe8039. [PMID: 33149332 PMCID: PMC7596604 DOI: 10.5688/ajpe8039] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2020] [Accepted: 05/29/2020] [Indexed: 05/22/2023]
Abstract
Objective. To review the literature pertaining to pharmacy preceptor training programs. Findings. Preceptor training is becoming increasingly important to maintain the quality of experiential training and professional development of pharmacy students, preregistration trainees, and residents. This review found limited documented examples of preceptor training programs and wide variation in both their design and delivery, which was attributed to the diversity of pharmacy practice workplaces and the different types of trainees. The majority of programs included a significant online component, often supported by a face-to-face orientation, with a focus on developing core competencies and with some tailoring of content to suit the specific workplace environment. Evaluations of these training programs showed high preceptor satisfaction rates, with preceptors appreciating the ease of access of online training and the benefits of interaction with other preceptors in face-to-face training. Preceptors also reported positive changes in their behavior during and attitudes toward precepting and an increased understanding of student learning. Summary. This review has highlighted that a structured and evidence-based approach to preceptor training is needed. Programs should be educationally sound, practically focused, and flexible in meeting the needs of a diverse range of preceptors and practice environments. Prospectively, programs should be evaluated not only in terms of outcomes for preceptors, but also for student, preregistration trainee, and resident engagement and attainment of educational outcomes.
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Prescott DC, Coffey CP, Barnes KD. Innovative learning in pharmacy practice: The perceived benefits of and barriers to a layered learning practice model. J Am Pharm Assoc (2003) 2020; 60:e190-e194. [PMID: 32773173 DOI: 10.1016/j.japh.2020.07.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Revised: 07/07/2020] [Accepted: 07/09/2020] [Indexed: 11/27/2022]
Abstract
OBJECTIVE To assess pharmacy preceptors' perceptions of the benefits of and barriers to a layered learning practice model (LLPM) at their practice site. METHODS An online survey was created using Qualtrics and sent to experiential directors at all colleges [or schools] of pharmacy in Ohio and at Big Ten universities. The experiential directors were asked to send the survey to all preceptors affiliated with their program. The survey assessed the perceived or actual benefits of and barriers to a layered learning model. Benefits and barriers to patient care, student or resident learning, and the practice site were assessed. RESULTS In total, 304 surveys were initiated by precepting pharmacists. Survey respondents reported precepting introductory pharmacy practice experience students (n = 113, 37.1%), advanced pharmacy practice experience students (n = 184, 60.5%), and residents (n = 176, 57.9%) throughout a given year. Survey respondents' most commonly identified benefits of a LLPM included an increase in patient access to pharmacy team members (n = 97, 42.3%), an increase in the number of precepting opportunities for learners (n = 80, 34.9%), and improvement in patient education (n = 76, 33.2%). The top identified barriers to a LLPM included performing precepting duties that may interfere with preceptor job responsibilities (n = 158, 72.1%), having inadequate workspace for learners (n = 120, 54.8%), and being unable to effectively teach or oversee multiple learners simultaneously (n = 77, 35.1%). CONCLUSIONS This research provides insight into pharmacy preceptor perception of how a LLPM impacts practice sites, patient care, and training of pharmacy learners. This information may be valuable in the design of preceptor development for colleges of pharmacy and residency programs.
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Smith SE, Newsome AS, Hawkins WA, Bland CM, Branan TN. Teaching research skills to student pharmacists: A multi-campus, multi-semester applied critical care research elective. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:735-740. [PMID: 32482278 PMCID: PMC7999379 DOI: 10.1016/j.cptl.2020.01.020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Revised: 11/16/2019] [Accepted: 01/30/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE Research electives are commonly offered in doctor of pharmacy programs but are typically limited to one faculty member mentoring individual students at a single site for a semester long self-study experience. The purpose of this paper is to describe pharmacy student experiences and perceptions of the research process after completing a multi-campus, multi-investigator critical care research elective. EDUCATIONAL ACTIVITY AND SETTING The Research in Critical Care Pharmacotherapy elective was launched in spring 2019 and implemented a novel approach to the pharmacy research elective that promoted collaborative research across four campuses that may be continued for up to four semesters of credit. FINDINGS Six second- and third-year doctor of pharmacy students enrolled in the course during the first offering. Three students were located on the main campus with one student on each of the extended campuses. Students completed a median of five unique research activities with at least one student participating in 15 of the 19 activities evaluated. Students were asked to complete a pre- and post-course survey assessing perceived research abilities using the Dreyfus model. There was a significant decrease in the number of novice responses in the post-course survey (pre- 10 vs. post- 2, p = 0.043). SUMMARY A multi-campus, multi-investigator critical care research elective provided broad research experiences and increased student confidence related to numerous research skills.
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Affiliation(s)
- Susan E Smith
- University of Georgia College of Pharmacy, Department of Clinical and Administrative Pharmacy, 250 West Green Street, R.C. Wilson Building, Room 270E, Athens GA 30602, United States.
| | - Andrea Sikora Newsome
- University of Georgia College of Pharmacy, Department of Clinical and Administrative Pharmacy, Augusta, Georgia, United States
| | - W Anthony Hawkins
- University of Georgia College of Pharmacy, Department of Clinical and Administrative Pharmacy, Albany, Georgia, United States; Medical College of Georgia at Augusta University, Department of Pharmacology and Toxicology, Albany, Georgia, United States
| | - Christopher M Bland
- University of Georgia College of Pharmacy, Department of Clinical and Administrative Pharmacy, Savannah, Georgia, United States
| | - Trisha N Branan
- University of Georgia College of Pharmacy, Department of Clinical and Administrative Pharmacy, 250 West Green Street, R.C. Wilson Building, Room 270E, Athens GA 30602, United States
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Boyce EG, Harris CS, Bingham AL, Chan E, Chapman SA, Chilbert MR, Dy‐Boarman E, Haines ST, Heavner MS, Marcus KB, Smith SE, Strnad K, Yunker NS. Striving for excellence in experiential education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Eric G. Boyce
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | - Emily Chan
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | | | | | | | | | | | - Kyle Strnad
- American College of Clinical Pharmacy Lenexa Kansas USA
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Boyce EG, Harris CS, Bingham AL, Chan E, Chapman SA, Chilbert MR, Dy‐Boarman E, Haines ST, Heavner MS, Marcus KB, Smith SE, Strnad K, Yunker NS. Striving for excellence in experiential education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1240] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Eric G. Boyce
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | - Emily Chan
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | | | | | | | | | | | - Kyle Strnad
- American College of Clinical Pharmacy Lenexa Kansas USA
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Stenzel N, Leedahl DD. Integration of a pharmacy resident into a new specialty pharmacy service line through the longitudinal research project. Am J Health Syst Pharm 2020; 77:325-326. [PMID: 31982905 DOI: 10.1093/ajhp/zxz341] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Nicole Stenzel
- Department of Pharmacy Sanford Medical Center Fargo Fargo, ND
| | - David D Leedahl
- Department of Pharmacy Sanford Medical Center Fargo Fargo, ND
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Developing Future Clinical Pharmacy Leaders in the Interprofessional Care of Children with Special Health Care Needs and Medical Complexity (CSHCN-CMC) in a Pediatric Pulmonary Center. CHILDREN-BASEL 2019; 6:children6120135. [PMID: 31818043 PMCID: PMC6955724 DOI: 10.3390/children6120135] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2019] [Accepted: 12/05/2019] [Indexed: 11/29/2022]
Abstract
The health care needs of children with special health care needs and medical complexity (CSHCN-CMC) are multifaceted and often require the expertise of various disciplines. The medication-related needs of this population can be further complicated with off-label medication use, polypharmacy, and vulnerability to medication errors. Although clinical pharmacists are increasingly becoming a common part of inpatient, pediatric interprofessional patient care teams, their presence remains lacking in the outpatient or ambulatory care realm. Pediatric clinical pharmacists in the ambulatory care setting have the potential to help optimize medication use and safety through collaborative efforts as part of the interprofessional team. Since the late 1960s, Pediatric Pulmonary Centers (PPCs) provide training programs designed to develop interprofessional leaders who will improve the health status of CSHCN-CMC, specifically those with chronic respiratory and sleep-related conditions. The addition of pharmacists not only provides a more comprehensive care model for CSHCN-CMC, it creates an avenue to encourage the career paths of pediatric pharmacists in the ambulatory care setting. Here, we describe the addition of clinical pharmacy as part of an interprofessional patient care team and the development and implementation of a maternal child health (MCH) pharmacy discipline training model designed to mentor future pharmacist leaders in the care of CSHCN-CMC.
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ASHP long-range vision for the pharmacy workforce in hospitals and health systems. Am J Health Syst Pharm 2019; 77:386-400. [DOI: 10.1093/ajhp/zxz312] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
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Fruhling L, LaFever M, Erstad B. Enhancing Educational and Leadership Opportunities for Second-Year Pharmacy Residents. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7099. [PMID: 32001872 PMCID: PMC6983893 DOI: 10.5688/ajpe7099] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Accepted: 08/27/2019] [Indexed: 06/10/2023]
Abstract
Leadership is a critical aspect of residency training; however, little guidance is provided in the literature regarding practical implementation of leadership training within residency programming. Programming was developed within a second-year (PGY-2) critical care residency program to meet the educational and leadership needs of the residents. The format of the meetings has evolved over time from a journal club-style format to an interdisciplinary format discussing far more than literature. With the residents taking the lead in the biweekly educational sessions, there is great opportunity for leadership development. Similar programming has the potential to strengthen residency experiences for residents in other programs.
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Affiliation(s)
| | | | - Brian Erstad
- University of Arizona College of Pharmacy, Tucson, Arizona
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Britnell SR, Brown JN, Hashem MG, Hale JC, Bryan WE, Hammond JM, Britt RB. Pharmacy resident involvement in prior-authorization drug request adjudication. Am J Health Syst Pharm 2018; 75:S87-S93. [DOI: 10.2146/ajhp170431] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
- Sara R. Britnell
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
| | - Jamie N. Brown
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
| | - Mohamed G. Hashem
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
| | - Jonathan C. Hale
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
| | - William E. Bryan
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
| | - Julie M. Hammond
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
| | - Rachel B. Britt
- Pharmacy Department, Durham Veterans Affairs Health Care System, Durham, NC
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Kasper B, Brownfield A. Evaluation of a Newly Established Layered Learning Model in an Ambulatory Care Practice Setting. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:925-932. [PMID: 30236430 DOI: 10.1016/j.cptl.2018.02.011] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2017] [Revised: 01/25/2018] [Accepted: 02/08/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Given the need to accommodate overlapping longitudinal Introductory Pharmacy Practice Experience (IPPE) students and Advanced Pharmacy Practice Experience (APPE) students at regular intervals while meeting clinical demands, the opportunity to establish a layered learning model (LLM) became evident at University of Missouri - Kansas City School of Pharmacy. The purpose of this project was to establish an LLM at an ambulatory care site, observe the teaching-learning interactions between IPPE and APPE students, and evaluate student perceptions of the experience. EDUCATIONAL ACTIVITY AND SETTING The LLM was implemented over the course of three traditional semesters during Spring 2016 through Spring 2017. Clinical services were offered 2.5 days per week. Overlapping student instructional time was established in conjunction with the provision of clinical pharmacy services and the structure of each rotation type. Third-year (P3) IPPE and fourth-year (P4) APPE students, who participated in the LLM at this site, completed a course evaluation pertaining to their experiences. The evaluation focused on APPE and practice readiness, as well as strengths and limitations of the LLM. FINDINGS All 16 students completed the evaluation (100% response rate). All IPPE students indicated the LLM prepared them for APPEs in either an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. Of the APPE students, most indicated the LLM prepared IPPE students for APPEs in an excellent (n=3, 37.5%) or above average (n=4, 50%) manner. Similarly, the majority of APPE students indicated the LLM prepared APPE students for practice in an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. In addition, the following common themes developed, which highlight the benefits of the experience: reinforcement of knowledge through instruction, enhanced understanding of APPE expectations, exposure to multiple teaching styles, and creation of a comfortable learning environment. Students suggested the LLM include increased time for interaction with other learners. SUMMARY An LLM involving P3 IPPE and P4 APPE pharmacy students, in an ambulatory care practice setting, was associated with positive student perceptions. Student feedback was best utilized to generate the hypothesis that this LLM may increase both APPE and practice readiness. However, further study is needed to confirm direct cause and effect.
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Affiliation(s)
- Barbara Kasper
- University of Missouri - Kansas City School of Pharmacy at MU, Columbia, MO, United States; Harry S. Truman Memorial Veterans' Hospital, Columbia, MO, United States
| | - Angela Brownfield
- University of Missouri - Kansas City School of Pharmacy at MU, 701 South Fifth Street, Columbia, MO 65211, United States.
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Krasniak A, Darko W, Miller CD, Seabury R, Probst LA. Changes in Pharmacy Residency Training Design Between 2012 and 2017: A Perspective of Academic Medical Centers. Hosp Pharm 2017; 53:113-120. [PMID: 29581606 DOI: 10.1177/0018578717738509] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose:The role of health-system pharmacists continues to expand, and this area of pharmacy practice increasingly requires augmented baseline training. It is unclear how Post Graduate Year 1 (PGY-1) pharmacy residencies may be changing to meet these needs.The objectives of our survey were to describe PGY-1 pharmacy residency program design among academic medical centers, characterize program changes enacted over 5-year period, and describe career paths among PGY-1 pharmacy residency graduates. Methods: A 32-item questionnaire was developed independently, which was reviewed and validated by 4 residency program directors. The survey was uploaded to an online survey tool and sent electronically to residency program directors of 109 Vizient academic medical centers with PGY-1 pharmacy residency programs. Residency program directors were identified from a list of Vizient-participating hospitals. The survey was re-sent at 2-week intervals on 4 occasions to improve response rates. SPSS version 23.0 was used to analyze the data. Results: Overall, 49 (45%) of hospitals responded to the survey. Survey responses showed statistically significant increases over the 5-year survey period in the following areas: the number of PGY-1 resident positions offered (P = .001), percent of time spent on teaching experiences (P = .001), and percentage of PGY-1 residents pursuing PGY-2 or fellowship training (P = .026). Conclusion: We found that PGY-1 pharmacy residency programs at Vizient academic medical centers have undergone limited changes over the 5-year survey period and substantial variation exists between program designs. The most common change to program design was an increase in the percentage of time residents spend on teaching experiences. There was an increase in residents pursuing PGY-2 or fellowship training, which may suggest a shift toward increased specialization in clinical pharmacy practice or may reflect changes in the availability of job opportunities.
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