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Lee G, Allen C, Bolan J, Nuffer W. Optimizing optimization: A six-year quality improvement project focused on students' APPE preferences. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:633-641. [PMID: 37357128 DOI: 10.1016/j.cptl.2023.06.013] [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: 06/16/2022] [Revised: 05/03/2023] [Accepted: 06/15/2023] [Indexed: 06/27/2023]
Abstract
PROBLEM DESCRIPTION The advanced pharmacy practice experience (APPE) component of the entry-level doctor of pharmacy degree program is essential in contributing to student pharmacists' education. Establishing an optimization process to assist students in matching to their highest preferred clinical sites is extremely important. QUALITY IMPROVEMENT METHODS The University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences uses a fourth year APPE match process designed to yield the best possible matches for the entire class while being perceived as fair and relatively easy to navigate. This article describes the evolution of this process. RESULTS OF CQI INQUIRY Across six years of data, satisfaction with the match process has been rated consistently high by students. Fairness with the process is also rated highly. Changes to the process have resulted in students receiving higher ranked preferences in more recent years. This was achieved while still following institution requirements for rural rotations and pre-matching. INTERPRETATION AND DISCUSSION The APPE year yields a tremendous amount of learning for students as a culminating experience applying skills and knowledge to actual patients. Improving students' ability to customize their own schedule allows them to optimize these learning opportunities. CONCLUSIONS A robust match process has been established and refined to meet the needs of the student pharmacists as they approach their fourth year of the curriculum. This process has been perceived as fair and relatively easy to navigate. Achievement of higher overall student rankings has been accomplished.
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Affiliation(s)
- Greg Lee
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO 80045, United States.
| | - Chase Allen
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO 80045, United States.
| | - Jay Bolan
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO 80045, United States.
| | - Wesley Nuffer
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO 80045, United States.
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Akel ME, Rahal M, Dabbous M, Mourad N, Dimassi A, Sakr F. Experiential Education in Pharmacy Curriculum: The Lebanese International University Model. PHARMACY 2020; 9:pharmacy9010005. [PMID: 33383872 PMCID: PMC7839036 DOI: 10.3390/pharmacy9010005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 12/21/2020] [Accepted: 12/22/2020] [Indexed: 12/01/2022] Open
Abstract
Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.
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Affiliation(s)
- Marwan El Akel
- Pharmacy Practice Department, Lebanese International University, Beirut 961, Lebanon; (M.D.); (N.M.); (A.D.)
- Correspondence: ; Tel.: +96-1350-0434
| | - Mohamad Rahal
- School of Pharmacy, Lebanese International University, Beirut 961, Lebanon;
| | - Mariam Dabbous
- Pharmacy Practice Department, Lebanese International University, Beirut 961, Lebanon; (M.D.); (N.M.); (A.D.)
| | - Nisreen Mourad
- Pharmacy Practice Department, Lebanese International University, Beirut 961, Lebanon; (M.D.); (N.M.); (A.D.)
| | - Ahmad Dimassi
- Pharmacy Practice Department, Lebanese International University, Beirut 961, Lebanon; (M.D.); (N.M.); (A.D.)
| | - Fouad Sakr
- PharmD Program, Lebanese International University, Beirut 961, Lebanon;
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MacDonald M, Thompson AE, Ton J, Mysak T. Strategies to optimize implementation of novel preceptorship models: Peer-assisted learning and near-peer teaching. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:945-955. [PMID: 32564997 DOI: 10.1016/j.cptl.2020.04.001] [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: 05/09/2019] [Revised: 01/31/2020] [Accepted: 04/04/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Hospital experiential placements have traditionally used a 1:1 (student to preceptor) ratio. Two models, peer-assisted learning (PAL) and near-peer teaching (NPT), have been described in the literature for education of health professions. This research explored the use of PAL and NPT, as well as advantages, challenges, and strategies to address challenges for implementation. METHODS This study used an anonymous survey to solicit feedback from staff pharmacists and pharmacy leaders about their use of PAL and NPT models in hospital settings in Alberta, Canada. Using closed and open-ended questions, experience with each model and implementation considerations were explored. RESULTS The survey was completed by 115 hospital pharmacists (11% response rate). PAL and NPT were utilized by 25% and 8% of respondents, respectively, and 10% had experience with both models. Advantages of these models include promoting teamwork and clinical independence, learners supporting each other, and fostering active learning. The highest ranked challenges were space/technology/computer access limitations and additional time to complete learner assessments. Many strategies were provided to address challenges, and facilitate implementation and utilization. CONCLUSION In the hospital setting, pharmacists used PAL more commonly than NPT. Feedback from pharmacists and leaders affirmed the advantages and challenges associated with use of these precepting models. Strategies to facilitate and optimize use were provided, which will guide faculty, pharmacy leaders, and preceptors in efforts to support implementation to increase capacity and expand the practice of precepting.
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Affiliation(s)
- Michelle MacDonald
- Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, Edmonton, AB, Canada; Pharmacy Services, Alberta Health Services, #308, 3031 Hospital Drive NW, Calgary, AB T2N 2T8, Canada.
| | - Ann E Thompson
- Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, Edmonton, AB, Canada; University of Alberta, 3-174 Edmonton Clinic Health Academy, Edmonton, Alberta T6G 1C9, Canada.
| | - Joey Ton
- Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, Edmonton, AB, Canada; University of Alberta, 3-174 Edmonton Clinic Health Academy, Edmonton, Alberta T6G 1C9, Canada.
| | - Tania Mysak
- Pharmacy Services, Alberta Health Services, 10030 107 St NW, Suite 500 North Tower, Edmonton, Alberta T5J 3E4, Canada.
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Haltom WR, Dinkins MM, Greene J, Thornhill TH, Brown KPD. Perceived value of partnerships between schools of pharmacy and health systems. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:541-546. [PMID: 31213308 DOI: 10.1016/j.cptl.2019.02.016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Revised: 01/28/2019] [Accepted: 02/18/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION This study sought to quantify opinions of statewide health systems stakeholders regarding the value of partnerships with schools of pharmacy. Being better able to meet the needs of preceptors and their employers will allow schools to increase capacity of high-quality pharmacy practice experiences. METHODS A brief survey was developed and administered to statewide contacts from systems currently partnering with member schools of the North Carolina Experiential Education Consortium. Respondents were asked to rate, using a Likert scale, 15 incentive statements relating to potential benefits provided by schools in exchange for experiential rotations. RESULTS Forty-one responses were received from 53 invitees (77% response rate). The two most highly-valued incentives per survey respondents were continuing education (CE) accreditation by the school (74% essential), and access to school resources (74% essential). The lowest scoring incentives included system-wide committee involvement by faculty (26% essential), co-funded faculty positions (29% essential), and resident precepting by faculty (34% essential). CONCLUSIONS Incentive ratings differed significantly from previous reports describing value, which primarily focus on clinical interventions and cost savings provided by student pharmacists. Experiential staff at schools of pharmacy should consider a similar study to ascertain how best to meet the needs of their local partners and maximize commitments for pharmacy practice experiences.
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Affiliation(s)
- Wesley R Haltom
- Wingate University School of Pharmacy, Levine College of Health Sciences, Wingate University, United States.
| | - Melissa M Dinkins
- Wingate University School of Pharmacy, Levine College of Health Sciences, Wingate University, United States.
| | - Joy Greene
- High Point University, Fred Wilson School of Pharmacy, United States.
| | - Tina H Thornhill
- Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, United States.
| | - K Paige D Brown
- Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, United States.
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Lysak K, Berenbaum SL, Landry EJ, Mulhall SM, Perepelkin JP, Shevchuk YM, Taylor JG, Jorgenson DJ. Student perceptions of an experiential education clinic within a pharmacy school. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1636-1640. [PMID: 30527831 DOI: 10.1016/j.cptl.2018.09.001] [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: 10/02/2017] [Revised: 07/05/2018] [Accepted: 09/01/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Pharmacy schools would benefit from new models of experiential education. The University of Saskatchewan (Canada) recently opened a patient care clinic called the Medication Assessment Centre (MAC) as new experiential education model. The purpose of this paper is to describe the structure and function of the MAC and to report program evaluation data. EDUCATIONAL ACTIVITY AND SETTING The MAC is a unique application of an existing experiential education model in that it is an pharmacist-run ambulatory clinic (which is common) that is physically located on campus amongst the classrooms and supervised by pharmacy faculty (which is unique). Students are all required to participate in the clinic on a regular basis, in between lectures, throughout the four years of the pharmacy program. FINDINGS Students were invited to participate in one of five focus groups to assess the value of the experience. Transcripts were analyzed using thematic analysis, and the results identified strong satisfaction amongst students. The overall themes fell into three categories: (1) aspects that students liked, (2) aspects that students found challenging, and (3) positive impact on student learning. Previously published studies have found strong support for the MAC amongst patients and physicians. SUMMARY Students felt that a faculty supervised experiential education clinic that is physically located within their pharmacy school was a valuable learning experience. This paper provides a description of how the MAC has been integrated into an existing pharmacy curriculum, which may be valuable to schools contemplating a similar addition to existing experiential learning.
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Affiliation(s)
- Katherine Lysak
- Saskatchewan Health Authority, 701 Queen Street, Saskatoon, Sk S7K 0M7, Canada.
| | - Shawna L Berenbaum
- College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, Sk S7N 2Z4, Canada.
| | - Eric J Landry
- Medication Assessment Centre, College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, Sk S7N 2Z4, Canada.
| | - Stephanie M Mulhall
- Office of Teaching, Learning and Student Experience, University of Saskatchewan, 107 Administration Place, Saskatoon, Sk S7N 5A2, Canada.
| | - Jason P Perepelkin
- College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, Sk S7N 2Z4, Canada.
| | - Yvonne M Shevchuk
- College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, Sk S7N 2Z4, Canada.
| | - Jeff G Taylor
- College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, Sk S7N 2Z4, Canada.
| | - Derek J Jorgenson
- College of Pharmacy and Nutrition, University of Saskatchewan, 104 Clinic Place, Saskatoon, Sk S7N 2Z4, Canada.
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Nuffer W, Botts S, Franson K, Gilliam E, Knutsen R, Nuffer M, O'Brien E, Saseen J, Thompson M, Vande Griend J, Willis R. Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:1063-1070. [PMID: 29233374 DOI: 10.1016/j.cptl.2017.07.017] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Revised: 04/25/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. EDUCATIONAL ACTIVITY AND SETTING Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. FINDINGS Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. DISCUSSION AND SUMMARY A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience.
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Affiliation(s)
- Wesley Nuffer
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Sheila Botts
- Kaiser Permanente, 16601 East Centretech Parkway, Aurora, CO 80011, United States.
| | - Kari Franson
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Eric Gilliam
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Randy Knutsen
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Monika Nuffer
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Elizabeth O'Brien
- VA Eastern Colorado Health Care System, 1055 Clermont St, Denver, CO 80220, United States
| | - Joseph Saseen
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Megan Thompson
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Joseph Vande Griend
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Robert Willis
- Safeway Pharmacy, Denver Division, 6900 S Yosemite St, Centennial, CO 80112, United States.
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Loy BM, Yang S, Moss JM, Kemp DW, Brown JN. Application of the Layered Learning Practice Model in an Academic Medical Center. Hosp Pharm 2017. [DOI: 10.1310/hpx5204-266] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Brittany M. Loy
- PGY2 Geriatric Pharmacy Resident, Geriatric Research, Education, and Clinical Center, Durham VA Health Care System, Durham, North Carolina
| | - Sendra Yang
- PGY2 Drug Information Resident, Geriatric Research, Education, and Clinical Center, Durham VA Health Care System, Durham, North Carolina
| | - Jason M. Moss
- Pharmacy Practice, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina
- Geriatric Research, Education, and Clinical Center, Durham VA Health Care System, Durham, North Carolina
| | - Debra W. Kemp
- Pharmacy Service, Durham VA Health Care System, Durham, North Carolina
| | - Jamie N. Brown
- Drug Information/Investigational Drug Specialist, Pharmacy Service, Durham VA Health Care System, Durham, North Carolina
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Loewen P, Legal M, Gamble A, Shah K, Tkachuk S, Zed P. Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review. MEDICAL EDUCATION 2017; 51:146-157. [PMID: 27882579 DOI: 10.1111/medu.13144] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2016] [Revised: 04/25/2016] [Accepted: 06/27/2016] [Indexed: 05/28/2023]
Abstract
CONTEXT Practice-based learning is a cornerstone of developing clinical and professional competence in health disciplines. Practice-based learning systems have many interacting components, but a key facet is the number of learners per preceptor. Different learner : preceptor ratios may have unique benefits and pose unique challenges for participants. This is the first comprehensive systematic review of the topic. Our research questions were: What are the benefits and challenges of each learner : preceptor ratio in practice-based learning from the perspectives of the learners, preceptors, patients and stakeholder organisations (i.e. the placing and health care delivery organisations)? Are any ratios superior to others with respect to these characteristics and perspectives? METHODS Qualitative systematic review of published English-language literature since literature database inception, including multiple health disciplines. RESULTS Seventy-three articles were included in this review. Eight learner : preceptor ratio arrangements were identified involving nursing, physiotherapy, occupational therapy, pharmacy, dietetics, speech and language therapy, and medicine. Each arrangement offers unique benefits and challenges from the perspectives of learners, preceptors, programmes and health care delivery organisations. Patient perspectives were absent. Despite important advantages of each ratio for learners, preceptors and organisations, some of which may be profession specific, the 2 : 1 and 2+ : 2+ learner : preceptor ratios appear to be most likely to successfully balance the needs of all stakeholders. CONCLUSIONS Regardless of the learner : preceptor ratio chosen for its expected benefits, our results illuminate challenges that can be anticipated and managed. Patient perspectives should be incorporated into future studies of learner : preceptor ratios.
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Affiliation(s)
- Peter Loewen
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| | - Michael Legal
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| | - Allison Gamble
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| | - Kieran Shah
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| | - Stacey Tkachuk
- Lower Mainland Pharmacy Services / BC Children's and Women's Hospital, Vancouver, British Columbia, Canada
| | - Peter Zed
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada
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Pedrami F, Asenso P, Devi S. Using Text Analytics of AJPE Article Titles to Reveal Trends In Pharmacy Education Over the Past Two Decades. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:104. [PMID: 27667841 PMCID: PMC5023975 DOI: 10.5688/ajpe806104] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2015] [Accepted: 10/14/2015] [Indexed: 05/28/2023]
Abstract
Objective. To identify trends in pharmacy education during last two decades using text mining. Methods. Articles published in the American Journal of Pharmaceutical Education (AJPE) in the past two decades were compiled in a database. Custom text analytics software was written using Visual Basic programming language in the Visual Basic for Applications (VBA) editor of Excel 2007. Frequency of words appearing in article titles was calculated using the custom VBA software. Data were analyzed to identify the emerging trends in pharmacy education. Results. Three educational trends emerged: active learning, interprofessional, and cultural competency. Conclusion. The text analytics program successfully identified trends in article topics and may be a useful compass to predict the future course of pharmacy education.
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Affiliation(s)
- Farnoush Pedrami
- Lake Erie College of Osteopathic Medicine, School of Pharmacy, Bradenton, Florida
| | - Pamela Asenso
- Lake Erie College of Osteopathic Medicine, School of Pharmacy, Bradenton, Florida
| | - Sachin Devi
- Lake Erie College of Osteopathic Medicine, School of Pharmacy, Bradenton, Florida
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Reidlinger DP, Lawrence J, Thomas JE, Whelan K. Peer-assisted learning and small-group teaching to improve practice placement quality and capacity in dietetics. Nutr Diet 2016; 74:349-356. [DOI: 10.1111/1747-0080.12293] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2015] [Revised: 04/30/2016] [Accepted: 05/06/2016] [Indexed: 11/30/2022]
Affiliation(s)
- Dianne P. Reidlinger
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
- Faculty of Health Sciences and Medicine; Bond University; Gold Coast Queensland Australia
| | - Judy Lawrence
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
- British Dietetic Association; Birmingham UK
| | - Jane E. Thomas
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
| | - Kevin Whelan
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
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Cameron K, Fernandes O, Musing ELS, Raymond C. Increasing Capacity for Experiential Rotations for Pharmacy Learners: Lessons Learned from a Multisite Teaching Hospital. Can J Hosp Pharm 2016; 69:23-9. [PMID: 26985085 DOI: 10.4212/cjhp.v69i1.1519] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Karen Cameron
- BScPhm, ACPR, CGP, is Education Coordinator in the Department of Pharmacy, University Health Network, and Adjunct Lecturer, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
| | - Olavo Fernandes
- BScPhm, ACPR, PharmD, FCSHP, is Director - Clinical with the Department of Pharmacy, University Health Network, and Assistant Professor, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
| | - Emily Lap Sum Musing
- BScPhm, MHSc, ACPR, FSCHP, CHE, FACHE, is Executive Director, Department of Pharmacy, and Clinical Risk and Quality and Patient Safety Officer, University Health Network, and Associate Professor, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
| | - Colette Raymond
- BSPharm, PharmD, MSc, was, at the time of writing, an Education Coordinator with the University Health Network, Toronto, Ontario. She is currently based in Winnipeg, Manitoba
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12
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Abey S, Lea S, Callaghan L, Shaw S, Cotton D. Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project. J Foot Ankle Res 2015; 8:66. [PMID: 26617676 PMCID: PMC4661951 DOI: 10.1186/s13047-015-0123-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2014] [Accepted: 11/14/2015] [Indexed: 11/24/2022] Open
Abstract
Background Health profession students develop practical skills whilst integrating theory with practice in a real world environment as an important component of their training. Research in the area of practice placements has identified challenges and barriers to the delivery of effective placement learning. However, there has been little research in podiatry and the question of which factors impact upon clinical educators’ capacity to engage with the role remains an under-researched area. This paper presents the second phase of an action research project designed to determine the factors that impact upon clinical educators’ capacity to engage with the mentorship role. Methods An online survey was developed and podiatry clinical educators recruited through National Health Service (NHS) Trusts. The survey included socio-demographic items, and questions relating to the factors identified as possible variables influencing clinical educator capacity; the latter was assessed using the ‘Clinical Educator Capacity to Engage’ scale (CECE). Descriptive statistics were used to explore demographic data whilst the relationship between the CECE and socio-demographic factors were examined using inferential statistics in relation to academic profile, career profile and organisation of the placement. Results The survey response rate was 42 % (n = 66). Multiple linear regression identified four independent variables which explain a significant proportion of the variability of the dependent variable, ‘capacity to engage with clinical education’, with an adjusted R2 of 0.428. The four variables were: protected mentorship time, clinical educator relationship with university, sign-off responsibility, and volunteer status. Conclusion The identification of factors that impact upon clinical educators’ capacity to engage in mentoring of students has relevance for strategic planning and policy-making with the emphasis upon capacity-building at an individual level, so that the key attitudes and characteristics that are linked with good clinical supervision are preserved.
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Affiliation(s)
- Sally Abey
- Faculty of Health and Human Sciences, Plymouth University, Plymouth, UK
| | - Susan Lea
- Deputy Vice-Chancellor (Academic), University of Greenwich, London, UK
| | - Lynne Callaghan
- Centre for Mental Health and Justice, Cornwall Partnership NHS Foundation Trust, Cornwall, UK
| | - Steve Shaw
- School of Computing and Mathematics, Plymouth University, Plymouth, UK
| | - Debbie Cotton
- Pedagogic Research Institute and Observatory, Plymouth University, Plymouth, UK
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Wilbur K, Paiva M, Black E. Pharmacy Student and Preceptor Impressions of Faculty Liaison Visits to Experiential Training Sites. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:134. [PMID: 26839424 PMCID: PMC4727367 DOI: 10.5688/ajpe799134] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2014] [Accepted: 12/08/2014] [Indexed: 06/05/2023]
Abstract
OBJECTIVE To characterize preceptor and student views about and experiences with faculty liaison visits to practice sites during clinical internships. METHODS A survey was administered at the conclusion of each of the first 3 academic years of a new postbaccalaureate doctor of pharmacy (PharmD) program. RESULTS Preceptors were satisfied overall with faculty liaison visits, while students initially were not; however, their perception increased in subsequent years. Students felt development of their patient care skills benefited, but less so their interpersonal communication skills. Each year, almost all preceptors indicated faculty liaison visits were helpful in developing and refining their mentorship skills. CONCLUSION Faculty liaison visits provided a valuable opportunity to interact and support preceptors and students during advanced pharmacy internships in a nascent PharmD program.
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Affiliation(s)
- Kerry Wilbur
- Qatar University College of Pharmacy, Doha, Qatar
| | - Maria Paiva
- Sidra Medical & Research Center, Doha, Qatar
| | - Emily Black
- Qatar University College of Pharmacy, Doha, Qatar
- Dalhousie University, Halifax, Nova Scotia, Canada
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Taylor CT, Adams AJ, Albert EL, Cardello EA, Clifford K, Currie JD, Gonyeau M, Nelson SP, Bradley-Baker LR. Report of the 2014-2015 Professional Affairs Standing Committee: Producing Practice-Ready Pharmacy Graduates in an Era of Value-Based Health Care. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:S12. [PMID: 26691542 PMCID: PMC4678755 DOI: 10.5688/ajpe798s12] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Affiliation(s)
- Charles T Taylor
- Northeast Ohio Medical University College of Pharmacy, Rootstown, Ohio
| | | | - Erin L Albert
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | | | - Kalin Clifford
- Texas Tech University Health Sciences Center School of Pharmacy, Dallas, Texas
| | - Jay D Currie
- The University of Iowa College of Pharmacy, Iowa City, Iowa
| | - Michael Gonyeau
- Northeastern University Bouve College of Health Sciences School of Pharmacy, Boston, Massachusetts
| | - Steven P Nelson
- American Society of Health-System Pharmacists, Bethesda, Maryland
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15
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Metzger N, Paciullo C, Chesson M, Jann MW, Glascock J, Emamifar A, Matthews HW. Unique collaboration between a private college of pharmacy and a private academic health system. Hosp Pharm 2014; 49:634-8. [PMID: 25477582 DOI: 10.1310/hpj4907-634] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Advanced experiential education represents the culmination of a pharmacy student's training, where students can apply the knowledge they have learned in the classroom to real patients. Unfortunately, opportunities for students to provide the direct patient care recommended by pharmacy organizations and accrediting bodies are lacking. Additionally, academic health systems that can provide these experiences for students are experiencing hardships that have stalled the expansion of postgraduate training programs and services. Formal cooperation between unaffiliated colleges of pharmacies and academic health systems has the potential to increase the number of experiential students completing rotations in an academic environment, expand postgraduate education training programs, enhance the development of resident educators, increase research and scholarly opportunities, and expand clinical pharmacy services. This article describes the formation of a unique joint initiative between a private academic health system without a college of pharmacy and a private college of pharmacy without a hospital. The successful cultivation of the relationship has resulted in professional growth at both institutions and can be implemented at other sites around the country to synergize the efforts of academic health systems and colleges of pharmacy.
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Affiliation(s)
- Nicole Metzger
- Clinical Assistant Professor, Mercer University College of Pharmacy , Atlanta, Georgia
| | - Christopher Paciullo
- Clinical Pharmacy Specialist, Cardiothoracic Surgery, Emory University Hospital , Atlanta, Georgia
| | - Melissa Chesson
- Clinical Assistant Professor, Mercer University College of Pharmacy , Atlanta, Georgia
| | - Michael W Jann
- Professor and Chair of Pharmacotherapy, University of North Texas , Denton, Texas
| | - Janice Glascock
- at the time of this writing, Assistant Director for Clinical and Educational Services, Department of Pharmaceutical Services, Emory University Hospital , Atlanta, Georgia
| | - Amir Emamifar
- Associate Administrator, Department of Pharmaceutical Services, Emory University Hospital , Atlanta, Georgia
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16
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Frankel G, Louizos C, Austin Z. Canadian educational approaches for the advancement of pharmacy practice. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:143. [PMID: 25258448 PMCID: PMC4174385 DOI: 10.5688/ajpe787143] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2013] [Accepted: 01/11/2014] [Indexed: 05/30/2023]
Abstract
Canadian faculties (schools) of pharmacy are actively engaged in the advancement and restructuring of their programs in response to the shift in pharmacy to pharmacists having/assuming an advanced practitioner role. Unfortunately, there is a paucity of evidence outlining optimal strategies for accomplishing this task. This review explores several educational changes proposed in the literature to aid in the advancement of pharmacy education such as program admission requirements, critical-thinking assessment and teaching methods, improvement of course content delivery, value of interprofessional education, advancement of practical experiential education, and mentorship strategies. Collectively, implementation of these improvements to pharmacy education will be crucial in determining the direction the profession will take.
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Affiliation(s)
- Grace Frankel
- Faculty of Pharmacy, University of Manitoba, Winnipeg, Canada
| | | | - Zubin Austin
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Canada
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17
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Tofade T, Kim J, Lebovitz L, Leadon K, Maynor L, Culhane N, Freeberry M, Harris JS, Abate M. Introduction of a continuing professional development tool for preceptors: lessons learned. J Pharm Pract 2014; 28:212-9. [PMID: 25107415 DOI: 10.1177/0897190014544813] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Accreditation Council for Pharmacy Education (ACPE) guidelines state that preceptors should "have a systematic, self-directed approach to their own continuing professional development (CPD)." The objective of this study was to encourage preceptors to take advantage of the ACPE CPD resources and implement the concept of CPD (reflect, plan, act, evaluate, record) as a framework for guiding individual preceptor's continuing development as educators and to determine their opinion regarding the usefulness, effectiveness, and obstacles to implementation of this approach. A total of 3713 preceptors from the participating schools were encouraged to undergo CPD training and invited to respond to a series of questions. Of the initial respondents, 48% represented health system/hospital preceptors, followed by community/independent pharmacists (64 of 236, 28%). Preceptor respondents often train students from multiple schools/colleges (average = 1.9 schools/colleges per preceptor) and 90% agreed or strongly agreed with the statement, "the CPD model, as learned in the webcasts, is beneficial for ongoing preceptor development." The general consensus was that the preceptor portfolio provided motivation to reflect, plan, and set more defined and realistic goals for students, residents, and themselves as educators and could be a valuable starting point for promoting preceptors' reflection, planning, and action related to rotation management, professional teaching, and student learning goals.
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Affiliation(s)
- Toyin Tofade
- Experiential Learning Program and Department of Pharmacy Practice and Science, University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Jane Kim
- Student Pharmacist, University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Lisa Lebovitz
- Office of Academic Affairs, University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Kim Leadon
- Office of Experiential Education, University of North Carolina School of Pharmacy, Chapel Hill, NC, USA
| | - Lena Maynor
- Department of Clinical Pharmacy, West Virginia University, Morgantown, WV, USA
| | - Nicole Culhane
- Clinical and Administrative Sciences, Notre Dame of Maryland University, Baltimore, Maryland, MD, USA
| | - Mark Freeberry
- Department of Pharmacy Practice, University of Maryland Eastern Shore, Princess Anne, MD, USA
| | - JoAnn Stacy Harris
- American Society of Health-System Pharmacists, Educational Services Division, American Society of Health-System Pharmacists, Bethesda, MD, USA
| | - Marie Abate
- West Virginia University, Morgantown, WV, USA
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18
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McClellan NH, Byrd DC, Brown RO. Capacity ratios to assess the solvency of a college's advanced pharmacy practice experience program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2013; 77:28. [PMID: 23519687 PMCID: PMC3602852 DOI: 10.5688/ajpe77228] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2012] [Accepted: 10/11/2012] [Indexed: 05/27/2023]
Abstract
OBJECTIVE To use the capacity ratio to determine solvency in 10 advanced pharmacy practice experiences (APPEs) offered by a college of pharmacy. METHODS Availability in each APPE was determined based on preceptor responses, and student need was tabulated from 3 preference forms. Capacity ratios were calculated by dividing preceptor availability by the sum of student requests plus 20% of student requests; ratios ≥ 1 indicated solvency. For the 3 required APPEs, minimum capacity ratios were calculated by dividing availability by the sum of student number plus 20% of the student number. When possible, the capacity ratio for the APPE was calculated by geographic zone. RESULTS The 3 required APPEs had statewide minimum capacity ratios that were consistent with solvency: advanced community (2.8), advanced institutional (1.6), and ambulatory care (2.5). Only 3 of 7 elective APPEs demonstrated solvency. The elective APPEs for which requests exceeded availability were association management (0.8), emergency medicine (0.8), cardiology (0.6), and human immunodeficiency virus (HIV) ambulatory care clinic (0.4). Analysis by zone revealed additional insolvent practice experiences in some locations. CONCLUSIONS The capacity ratio allowed for assessment of 10 APPEs and identification of practice experience areas that need expansion. While the capacity ratio is a proposed standardized assessment, it does have some limitations, such as an inability to account for practice experience quality, scheduling conflicts, and geographic zone issues.
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Affiliation(s)
| | | | - Rex O. Brown
- University of Tennessee College of Pharmacy, Memphis
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