Currents in Pharmacy Teaching and Learning最新文献_第10页

Pharmacy students' knowledge, perceptions, and satisfaction in a nutrition course 药学院学生对营养学课程的了解、看法和满意度。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-05-11 DOI: 10.1016/j.cptl.2024.05.002

Imad F. Btaiche, Roy Kanbar, Romy Moujaes Douaiher

Background and purpose

Little is known about nutrition education in pharmacy programs. This study reports on the outcomes assessment of pharmacy students' knowledge, perceptions, and satisfaction in a clinical nutrition course.

Educational activity and setting

A 2-credit required course in clinical nutrition and diet therapy provides third-year professional pharmacy students with knowledge on various diet and nutrition topics. These relate to nutrition concepts in health and disease, the prevention and treatment of diet- and nutrition-related health conditions, and enteral and parenteral nutrition.

Findings

Between the academic years 2012 and 2021, 720 students were enrolled in the course. Direct assessment data were collected from 227 students, and indirect assessment data from 173 students. On average, 85.7% of students acquired the necessary knowledge on all 23 course learning objectives. Average course evaluation ratings by students on a 5-point Likert scale (strongly disagree = 1; disagree = 2; somewhat agree = 3; agree = 4; strongly agree = 5) were high (4.43). High ratings were also recorded for students' satisfaction with the course structure (4.46) and teaching effectiveness (4.39). Students appreciated the clear presentation of the course learning objectives, requirements, and teaching effectiveness. They also acknowledged the quality of the learning experience and the course's relevance to pharmacy.

Discussion

Students highly rated the course in achieving its learning objectives in addition to their satisfaction with its content, structure, delivery, and relevance to pharmacy education and practice. Furthermore, the course content addressed the accreditation requirements for nutrition education and covered the topics listed in the American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkits.

Summary

The clinical nutrition and diet therapy course was well received. Educating pharmacy students on diet and nutrition prepares graduates for expanding their role in these domains in the community, hospital and clinical practice settings.

背景和目的：人们对药学课程中的营养教育知之甚少。本研究报告对药学专业学生在临床营养课程中的知识、认知和满意度进行了结果评估：临床营养与饮食治疗》这门 2 个学分的必修课程为药学专业三年级学生提供了有关各种饮食和营养主题的知识。这些内容涉及健康和疾病中的营养概念、饮食和营养相关健康状况的预防和治疗以及肠内和肠外营养：在 2012 至 2021 学年期间，共有 720 名学生选修了该课程。收集了 227 名学生的直接评估数据和 173 名学生的间接评估数据。平均而言，85.7% 的学生掌握了全部 23 个课程学习目标的必要知识。学生对课程的平均评价采用李克特 5 点量表（非常不同意 = 1；不同意 = 2；有点同意 = 3；同意 = 4；非常同意 = 5），评价结果较高（4.43）。学生对课程结构（4.46）和教学效果（4.39）的满意度也很高。学生对课程学习目标、要求和教学效果的清晰表述表示赞赏。讨论：讨论：除了对课程内容、结构、授课方式以及与药学教育和实践的相关性表示满意外，学生还对课程在实现学习目标方面给予了高度评价。此外，课程内容符合营养教育的认证要求，并涵盖了美国临床药学院（ACCP）药物治疗教学课程工具包中列出的主题。对药学专业学生进行饮食和营养教育，可帮助毕业生为在社区、医院和临床实践环境中拓展这些领域的角色做好准备。

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引用次数: 0

Revealing rural motivations in pharmacy students pursuing a graduate certificate program 揭示药学专业学生攻读研究生证书课程的农村动机。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-05-08 DOI: 10.1016/j.cptl.2024.04.019

Stephanie Kiser , Antonio Bush , Mollie Scott , Scott A. Davis

Introduction

To assist recruitment and retention efforts and influence the need for an increased supply of future rural pharmacists, this study examines perceptions and key motivators of pharmacy students who chose to participate in the Rural Pharmacy Health Certificate (RPHC) program and pursue pathways to rural practice.

Methods

We interviewed six RPHC students prior to or shortly after beginning their first semester in the RPHC program. Interview questions assessed applicants' reasons for pursuing the RPHC, perceptions of living in and providing healthcare in rural and small communities, awareness of barriers and health disparities in rural areas, and qualities needed to be a successful rural pharmacist. We analyzed data with the Sort and Sift, Think and Shift method, a common approach to qualitative data analysis.

Results

Interest in pursuing rural pharmacy grew out of growing up in a rural area, as well as a desire to serve and help others. Students expected that completing the RPHC would strengthen their skillsets to provide the best care by addressing barriers such as difficulty accessing care and health literacy. Being a learner of one's community was the primary quality identified as necessary to be a successful rural pharmacist.

Conclusion

This study identified primary motivators and perceptions that led students to pursue a rural health program at one US pharmacy school. The results can be used to identify and train good candidates for rural pharmacy practice, strengthening the rural pharmacy workforce to better meet communities' needs.

导言：为了帮助招聘和留住人才，并满足增加未来农村药剂师供应的需求，本研究调查了选择参加农村药学健康证书（RPHC）项目并寻求农村执业途径的药剂学学生的看法和主要动机：我们在 RPHC 项目第一学期开始之前或之后不久采访了六名 RPHC 学生。访谈问题包括：申请 RPHC 的原因、对在农村和小社区生活和提供医疗服务的看法、对农村地区障碍和健康差异的认识，以及成为一名成功的农村药剂师所需的素质。我们采用定性数据分析的常用方法 "分类、筛选、思考和转换 "法对数据进行了分析：学生们对农村药剂学的兴趣源于他们在农村地区的成长经历，以及服务和帮助他人的愿望。学生们期望，完成乡村药学中心的学习能增强他们的技能，通过解决诸如难以获得医疗服务和健康知识普及等障碍来提供最好的医疗服务。作为社区的学习者，是成为一名成功的农村药剂师所必须具备的首要素质：本研究确定了促使美国一所药学院的学生学习农村健康课程的主要动机和观念。研究结果可用于识别和培训优秀的农村药剂师候选人，从而加强农村药剂师队伍，更好地满足社区需求。

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引用次数: 0

Use of a clinical reasoning scaffolding document improves student performance 使用临床推理支架文件可提高学生成绩。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-05-06 DOI: 10.1016/j.cptl.2024.04.018

Nicholas R. Nelson , Denise H. Rhoney

Objective

Clinical reasoning is an essential skill set for practicing pharmacists to possess. Given its complex nature, optimal pedagogies for teaching clinical reasoning are largely unknown. The use of scaffolding to expand a student's zone of proximal development and improve clinical reasoning performance was assessed in this study.

Methods

This prospective, observational cohort study of second professional year (P2) students compared performance of those who were exposed to a clinical reasoning scaffolding tool (CRST) to historic control P2 students (No CRST) on FARMR notes in alignment with the Pharmacists' Patient Care Process. Student performance was assessed using an entrustment-like scale for each of 5 sections (Findings, Assessment and goals, Recommendations, Monitoring, and Rationale) of the FARMR to link classroom and experiential education settings.

Results

In total, 141 CRST students from 28 groups were compared to 77 No CRST students from 13 groups. CRST students performed significantly higher in Assessment and goals of therapy, Recommendations, Monitoring, Rationale sections but no difference in Findings.

Conclusions

Scaffolding has been utilized successfully in other health professions education. This study provides evidence of it successfully improving student pharmacist clinical reasoning skills, an essential ability for successful pharmacy practitioners.

目的：临床推理是执业药剂师必须掌握的一项基本技能。鉴于临床推理的复杂性，临床推理教学的最佳教学方法在很大程度上尚属未知。本研究评估了使用脚手架扩大学生近端发展区和提高临床推理成绩的情况：这项针对第二专业年（P2）学生的前瞻性、观察性队列研究比较了接触过临床推理支架工具（CRST）的学生与历史对照组 P2 学生（无 CRST）在与药剂师病人护理过程一致的 FARMR 笔记上的表现。学生的表现采用委托量表对 FARMR 的 5 个部分（结果、评估和目标、建议、监测和理由）进行评估，以将课堂和体验式教育环境联系起来：共有 28 个小组的 141 名 CRST 学生与 13 个小组的 77 名非 CRST 学生进行了比较。CRST学生在 "评估和治疗目标"、"建议"、"监测"、"理由 "等部分的表现明显高于CRST学生，但在 "发现 "部分没有差异：结论：脚手架已成功应用于其他健康专业教育中。本研究提供了成功提高药剂师学生临床推理能力的证据，而临床推理能力是成功的药剂师必备的能力。

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引用次数: 0

Is ChatGPT reliable and accurate in answering pharmacotherapy-related inquiries in both Turkish and English? 在用土耳其语和英语回答与药物治疗相关的咨询时，ChatGPT 是否可靠、准确？

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-05-03 DOI: 10.1016/j.cptl.2024.04.017

Nur Ozturk , Irem Yakak , Melih Buğra Ağ , Nilay Aksoy

Introduction

Artificial intelligence (AI), particularly ChatGPT, is becoming more and more prevalent in the healthcare field for tasks such as disease diagnosis and medical record analysis. The objective of this study is to evaluate the proficiency and accuracy of ChatGPT in different domains of clinical pharmacy cases and queries.

Methods

The study NAPLEX® Review Questions, 4th edition, pertaining to 10 different chronic conditions compared ChatGPT's responses to pharmacotherapy cases and questions obtained from McGraw Hill's, alongside the answers provided by the book's authors. The proportion of correct responses was collected and analyzed using the Statistical Package for the Social Sciences (SPSS) version 29.

Results

When tested in English, ChatGPT had substantially higher mean scores than when tested in Turkish. The average accurate score for English and Turkish was 0.41 ± 0.49 and 0.32 ± 0.46, respectively, p = 0.18. Responses to queries beginning with “Which of the following is correct?” are considerably more precise than those beginning with “Mark all the incorrect answers?” 0.66 ± 0.47 as opposed to 0.16 ± 0.36; p = 0.01 in English language and 0.50 ± 0.50 as opposed to 0.14 ± 0.34; p < 0.05in Turkish language.

Conclusion

ChatGPT displayed a moderate level of accuracy while responding to English inquiries, but it displayed a slight level of accuracy when responding to Turkish inquiries, contingent upon the question format. Improving the accuracy of ChatGPT in languages other than English requires the incorporation of several components. The integration of the English version of ChatGPT into clinical practice has the potential to improve the effectiveness, precision, and standard of patient care provision by supplementing personal expertise and professional judgment. However, it is crucial to utilize technology as an adjunct and not a replacement for human decision-making and critical thinking.

引言人工智能（AI），尤其是 ChatGPT，在医疗保健领域正变得越来越普遍，用于疾病诊断和病历分析等任务。本研究的目的是评估 ChatGPT 在不同领域的临床药学案例和查询中的熟练程度和准确性：研究 NAPLEX® 第 4 版复习题，涉及 10 种不同的慢性疾病，比较了 ChatGPT 对从 McGraw Hill 获得的药物治疗案例和问题的回答，以及该书作者提供的答案。使用社会科学统计软件包（SPSS）29 版收集和分析了正确回答的比例：用英语测试时，ChatGPT 的平均得分大大高于用土耳其语测试时的平均得分。英语和土耳其语的平均正确率分别为 0.41 ± 0.49 和 0.32 ± 0.46，p = 0.18。对以 "以下哪项是正确的？"开头的询问的回答要比以 "标出所有错误答案？"开头的回答精确得多。英语为 0.66 ± 0.47，而英语为 0.16 ± 0.36; p = 0.01；英语为 0.50 ± 0.50，而英语为 0.14 ± 0.34; p 结论：ChatGPT 在回答英语问询时显示出中等水平的准确性，但在回答土耳其语问询时，根据问题格式的不同，显示出轻微的准确性。要提高 ChatGPT 在英语以外语言中的准确性，需要整合多个组件。将英语版 ChatGPT 融入临床实践有可能通过补充个人专业知识和专业判断来提高病人护理的有效性、准确性和标准。不过，关键是要将技术作为辅助手段，而不是替代人类决策和批判性思维。

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引用次数: 0

Peer mentoring in pharmacy programs: Recommendations for implementation based on a review of available literature 药学课程中的同伴指导：基于现有文献综述的实施建议。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-05-01 DOI: 10.1016/j.cptl.2024.03.014

Nicole J. Asal , Ellie M. Provisor , Rachel Ryu

Background

Stress experienced by pharmacy students is on the rise and is negatively impacting student success. Pharmacy accreditation standards encourage schools to promote student success and well-being. Peer to peer student support is a largely under-investigated strategy to address this. The objective of this manuscript is to conduct a literature review on the development of peer mentoring programs for pharmacy students and describe best practices for successful implementation into pharmacy programs.

Methods

This literature review identified studies using major databases, including PubMed, Embase, International Pharmaceutical Abstracts, and Education Resources Information Center. Search terms included [(peer mentor*) AND pharmacy]. Any study that involved peer assessment, peer tutoring, or peer learning within a course, faculty mentors only, non-pharmacy students, and/or did not implement a mentor-mentee relationship, was excluded.

Results

Three studies met the criteria for inclusion. Mentorship programs varied with regard to duration, mentor recruitment, participant incentives, and overall structure. Various methods of analyses were employed. Despite major differences between the included studies, three themes were identified regarding development of peer mentoring programs: participation, support, and pairing. Active engagement led to higher perceived benefit and both mentors and mentees found the programs beneficial, agreed to recommend the programs to others, and provided positive feedback.

Implications

Successful mentoring programs should aim to incorporate the following characteristics to some degree: mandatory participation by mentor and mentee as well as support for mentors with training and faculty oversight. Peer mentoring programs have a positive impact on participants. More studies are needed to assess the effects of peer mentoring in pharmacy programs. This is the first known review of peer mentoring within pharmacy programs and identifies a gap in knowledge in this area. There is a paucity of data surrounding peer mentoring in pharmacy and its potential value as a tool to improve student well-being.

背景：药学专业学生承受的压力呈上升趋势，对学生的成功产生了负面影响。药学认证标准鼓励学校促进学生的成功和幸福。点对点的学生支持在很大程度上是一种未得到充分研究的应对策略。本手稿旨在对药学专业学生同伴指导计划的发展进行文献综述，并介绍成功实施药学专业的最佳实践：本文献综述利用主要数据库（包括 PubMed、Embase、International Pharmaceutical Abstracts 和 Education Resources Information Center）确定了相关研究。检索词包括[（同伴导师*）和药学]。任何涉及课程中的同伴评估、同伴辅导或同伴学习、仅由教师指导、非药学专业学生和/或未实施导师与被指导者关系的研究均被排除在外：结果：三项研究符合纳入标准。导师制项目在持续时间、导师招募、参与者激励和整体结构方面各不相同。研究采用了多种分析方法。尽管所纳入的研究之间存在很大差异，但在同伴指导计划的发展方面确定了三个主题：参与、支持和配对。积极的参与会带来更高的感知收益，指导者和被指导者都认为项目有益，同意向他人推荐项目，并提供积极的反馈：成功的指导计划应在一定程度上具备以下特点：指导者和被指导者的强制参与，以及通过培训和教师监督为指导者提供支持。同伴指导计划对参与者有积极影响。需要更多的研究来评估同行指导在药学课程中的效果。这是首次对药学课程中的同伴指导进行回顾，并指出了这一领域的知识空白。有关药学专业同伴指导及其作为改善学生福祉的工具的潜在价值的数据很少。

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引用次数: 0

Comparing the experiences of community and hospital pharmacy learners completing a pre-registrant research training program 比较社区和医院药剂学学员完成注册前研究培训计划的经历。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-04-29 DOI: 10.1016/j.cptl.2024.04.016

Angelina Lim , Steven Walker , Ben Emery , Eugene Ong , Carmen Abeyaratne , Kirsten Galbraith

Background and purpose

Research training programs in the community pharmacy sector have not been well established. This study showcases a year-long guided research training program undertaken in hospital and community workplaces by pre-registrant pharmacists, and compares the perceived impact on learners in both sectors.

Educational activity and setting

A two-year cohort study (2021−2022) of pre-registrant pharmacists enrolled in a research training program requiring them to undertake an individual project at their workplace over one year at either a community or hospital workplace. Outcome measures were pre-registrant perceptions of training impact and type of projects completed.

Findings

The results of this study demonstrate that the year-long guided research training program delivered to 403 pre-registrant pharmacists was perceived to be impactful to both community and hospital pre-registrant pharmacists and gave them the confidence to pursue further research and see research skills as an important attribute for the profession. Barriers to research included lack of time for both sectors but workplace support and lack of project ideas were especially noted in the community sector. Research project designs were mainly cross-sectional surveys or retrospective audits.

Summary

Programs seeking to adopt a similar model may wish to pay particular attention to supporting community pharmacy learners in providing a pre-selection of project ideas, offering training to workplace supervisors, ensuring enough academic support is given and having more check-in points/deliverables to ensure more feedback opportunities.

背景和目的：社区药学部门的研究培训计划尚未得到很好的确立。本研究展示了注册前药剂师在医院和社区工作场所开展的为期一年的有指导的研究培训项目，并比较了这两个部门对学习者的影响：一项为期两年（2021-2022 年）的队列研究，研究对象是参加研究培训项目的注册前药剂师，要求他们在社区或医院工作场所开展为期一年的个人项目。衡量结果的指标是注册前药剂师对培训影响的看法和所完成项目的类型：研究结果表明，为 403 名注册前药剂师提供的为期一年的指导性研究培训计划对社区和医院的注册前药剂师都产生了影响，使他们有信心进一步开展研究，并将研究技能视为该职业的一项重要属性。研究的障碍包括两个部门都缺乏时间，但工作场所的支持和缺乏项目创意在社区部门尤为突出。小结：希望采用类似模式的计划可能要特别注意支持社区药学学习者，提供预选的项目构思，为工作场所督导提供培训，确保给予足够的学术支持，并提供更多的检查点/可交付成果，以确保有更多的反馈机会。

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引用次数: 0

Why get involved? A cross-sectional survey of factors that influence student pharmacist membership in professional organizations 为什么要参与？影响学生药剂师加入专业组织的因素横向调查。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-04-29 DOI: 10.1016/j.cptl.2024.04.014

Mary E. Fredrickson , Austin Clapper , Elizabeth Clapper , Jolene Novak , Fady Abdlrasul , Karl Hess , Yousef Toma , Marissa C. Salvo , M. David Gothard

Introduction

Understanding factors that motivate and deter student pharmacists from joining professional pharmacy organizations may assist schools and organizations in determining ways to recruit, engage, and support the next generation of pharmacy professionals. The objective is to identify motivating and hindering factors related to student pharmacist membership in professional pharmacy organizations.

Methods

A cross-sectional survey was sent to the American Association of Colleges of Pharmacy Student Services Personnel community members for distribution to student pharmacists at their respective schools. The survey collected demographic data, determined the extent of student membership and leadership involvement within professional organizations, and assessed factors that motivate and deter student pharmacist membership in organizations.

Results

467 students completed the survey. Seventy percent indicated they are currently involved in one or more pharmacy organizations. Final-year students were less likely to join organizations than other professional years (p < 0.001). Women (p = 0.001) were more likely to join and hold leadership positions, as were younger-aged students (p = 0.001) and those living on or near campus (p = 0.049). Opportunities for professional development was the highest-ranked factor motivating students to join a professional organization, and the time required for participation was the highest-ranked hindering factor.

Conclusion

Numerous factors affect student pharmacists' decisions to join professional pharmacy organizations. This information may assist in determining ways to recruit and engage students starting early in their pharmacy education. It may be prudent to redefine student engagement within professional organizations, especially in the context of new generations of students.

导言：了解促使和阻碍学生药剂师加入专业药学组织的因素，有助于学校和组织确定招募、吸引和支持下一代药学专业人员的方法。我们的目的是找出与学生药剂师加入专业药学组织有关的激励和阻碍因素：我们向美国药学院学生服务人员协会的社区成员发送了一份横向调查问卷，以分发给他们各自学校的学生药剂师。调查收集了人口统计学数据，确定了学生在专业组织中的会员和领导参与程度，并评估了激励和阻止学生药剂师加入组织的因素：467 名学生完成了调查。70%的学生表示他们目前参与了一个或多个药学组织。与其他专业年级的学生相比，最后一年的学生加入组织的可能性较低（p 结论：学生药剂师加入组织的动机和阻碍因素有很多：许多因素会影响学生药剂师加入专业药学组织的决定。这些信息可能有助于确定从药学教育早期开始招募和吸引学生的方法。重新定义学生在专业组织中的参与度可能是明智之举，尤其是在新一代学生的背景下。

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引用次数: 0

Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? 学生对表现的自我反思与他们在客观结构化临床考试中的评分表现是否一致？

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-04-26 DOI: 10.1016/j.cptl.2024.04.013

Angelina S. Lim , Sunanthiny Krishnan , George Tan , Derek Stewart , Tarik Al-Diery

Introduction

Self-awareness of strengths and weaknesses through self-reflection are important for life-long learning and development. The aim of this study was to assess the alignment in third-year undergraduate pharmacy students' self-reflections of their objective structured clinical exam (OSCE) performance to their actual OSCE scores and explore the most common aspects students reflected on as markers of perceived performance.

Methods

Students completed a three-station OSCE and a written self-reflection about their performance. These reflections were coded using a latent pattern content analysis, with categories defined as “doing well (≥ 50% on exam)” and “not doing well (< 50% on exam)” and compared to their actual OSCE exam scores, to determine the degree of alignment.

Results

Two hundred sixty-nine students completed the OSCE and reflection. Students had a low degree of alignment between their self-reflections and actual OSCE performance. Low alignment was overwhelmingly prevalent and significant in high-achieving students with OSCE scores of ≥90%. Most common aspects students reflected on as indicators of performance were finishing on time and communicating effectively. High-achieving students reflected on aspects such as empathy, systematic questioning, and patient teach-back as aspects of their performance.

Conclusions

Student reflections on exam performance do not align with their actual performance, particularly amongst the high-achieving students. High-achieving students were more aware of the different aspects that affected their performance. To ensure that high-achieving students are aware of their strengths, educators should provide more targeted feedback mechanisms and positive reassurances to help these students become more confident in their decision-making skills.

引言通过自我反思来认识自己的长处和短处对于终身学习和发展非常重要。本研究旨在评估药学专业本科三年级学生对客观结构化临床考试（OSCE）成绩的自我反思与实际 OSCE 分数的一致性，并探索学生最常反思的方面，作为感知成绩的标志：方法：学生们完成了三站 OSCE 考试，并对自己的表现进行了书面自我反思。采用潜在模式内容分析法对这些反思进行编码，将其分为 "做得好（考试成绩≥50%）"和 "做得不好（考试成绩<50%）"两类，并与他们的实际 OSCE 考试成绩进行比较，以确定两者的一致程度：结果：269 名学生完成了 OSCE 考试和反思。学生的自我反思与 OSCE 实际成绩的吻合度较低。在 OSCE 分数≥90%的高分学生中，低吻合度的情况非常普遍和显著。作为成绩指标，学生最常反映的方面是按时完成和有效沟通。成绩优秀的学生将换位思考、系统提问和耐心回授等方面作为其表现的指标：学生对考试成绩的反思与他们的实际表现并不一致，尤其是成绩优秀的学生。成绩优秀的学生更清楚影响其成绩的不同方面。为确保成绩优秀的学生意识到自己的优势，教育工作者应提供更有针对性的反馈机制和积极的安慰，帮助这些学生对自己的决策技能更有信心。

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引用次数: 0

You'll have to call the attending: Impact of a longitudinal, “real-time” case-based infectious diseases elective on entrustable professional activities to enhance APPE readiness 你得打电话给主治医生：基于病例的纵向、"实时 "传染病选修课对可委托专业活动的影响，以提高 APPE 准备程度。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-04-26 DOI: 10.1016/j.cptl.2024.04.008

Elizabeth A. Cady , Austin J. Dillon , Kendra Bourland , Ilya Rybakov , David B. Cluck , Michael P. Veve

Background and purpose

Transitioning from the didactic to experiential setting is challenging for student pharmacists, perhaps due to lack of experiences providing “real-time” clinician interaction. We describe findings from a semester-long infectious diseases (ID) didactic elective that utilized a national cohort of preceptors and faculty across the United States to mimic clinician interaction and “real-time” ID management of various disease states. The mechanics of this elective provide a framework for others to implement to enhance advanced pharmacy practice experience (APPE) readiness.

Education activity and setting

Students enrolled in an ID elective course at a school of pharmacy participated in “real-time” acute care scenarios. They assisted in multidisciplinary management of a patient's infection, mimicking “rounds” on an APPE, via interaction with external pharmacist volunteers (playing the roles of other healthcare personnel). Additionally, students formally presented and discussed their cases within the class, further promoting learning while optimizing presentation skills. Pharmacist volunteers were surveyed to assess student performances as measured by four entrustable professional activities (EPAs).

Findings

A total of 48 volunteer opportunities occurred during two course offerings. Results from 43 surveys were analyzed (90% response rate). Of those responses, 22/24 (92%) played the role of attending physician, and 19/24 (79%) played the role of technician. Volunteers agreed that students met the four EPAs evaluated (agreement was 85–100%).

Summary

This semester-long elective provided “real-time” experience and feedback for pre-APPE students to enhance APPE readiness and reinforce EPAs. Students are likely to benefit from mimicked intra-professional interaction and augmented critical thinking skills that could be adapted to various disease states within pharmacy curricula.

背景和目的：对于药剂师学生来说，从授课环境过渡到体验环境具有挑战性，这可能是由于缺乏提供 "实时 "临床医生互动的经验。我们介绍了一个为期一学期的传染病（ID）教学选修课的研究结果，该选修课利用全美各地的实习医生和教师，模拟临床医生的互动和各种疾病状态下的 "实时 "ID管理。该选修课的机制为其他选修课提供了一个框架，以提高高级药学实践经验（APPE）的准备程度：教育活动和环境：在一所药学院参加 ID 选修课程的学生参与了 "实时 "急症护理情景。他们通过与校外药剂师志愿者（扮演其他医护人员的角色）互动，模拟 APPE 的 "查房"，协助多学科管理病人的感染。此外，学生们还在课堂上正式展示和讨论他们的病例，进一步促进学习，同时优化展示技能。对药剂师志愿者进行了调查，以评估学生在四项可委托专业活动（EPA）中的表现：结果：在两门课程中，共提供了 48 次志愿服务机会。对 43 份调查问卷的结果进行了分析（回复率为 90%）。其中 22/24 人（92%）扮演了主治医生的角色，19/24 人（79%）扮演了技术员的角色。志愿者们一致认为，学生们达到了所评估的四项 EPA（同意率为 85%-100%）。总结：这一学期的选修课为 APPE 预备班学生提供了 "实时 "体验和反馈，以提高 APPE 准备程度并加强 EPA。学生可能会从模仿的专业内互动和增强的批判性思维技能中受益，这些技能可适用于药学课程中的各种疾病状态。

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引用次数: 0

Promoting diversity, equity and inclusion awareness in clinical documentation through postgraduate year one training 通过研究生一年级的培训，在临床文件中推广多样性、公平和包容意识。

IF 1.2 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-04-24 DOI: 10.1016/j.cptl.2024.04.012

Jean Y. Moon , Olihe Okoro , Jody L. Lounsbery , Stephanie Swanson , Sarah Schweiss , Andrea Westby

Background and purpose

As healthcare providers increasingly focus on emerging issues of diversity, equity and inclusion (DEI) in patient care, less is known about the training in postgraduate year one (PGY1) pharmacy residency on DEI clinical documentation considerations. This pilot project explored whether training, discussion and self-reflection within a peer review activity promoted DEI self-awareness in clinical documentation through a centralized curriculum of a multisite PGY1.

Educational activity and setting

Building upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey.

Findings

Twenty-two residents participated in the peer review of clinical documentation activity, DEI training and discussions. Twelve residents completed the post-activity survey with reflection prompts; 6 (50%) reported similar previous DEI training prior to residency. After the DEI training and discussions, 12 (100%) agreed or strongly agreed that their awareness of DEI documentation considerations increased; 10 (83%) would document their submitted notes differently, while one resident was unsure and one would not make changes. Twelve residents completed the follow-up survey three months following the activity. Themes from the free-text responses on key learnings collected post-activity and three-month post (respectively) included: 1) new knowledge, increased self-awareness, and intended action and 2) increased self-awareness and changes in note-making convention.

Summary

Integrating DEI training, discussion, and self-reflection prompts into a peer review clinical documentation activity increased self-awareness and knowledge of DEI considerations and promoted intended changes in patient care documentation for pharmacy residents. Regardless of previous training, residents reported continued self-awareness and changes in documentation conventions continued three months later.

背景和目的：随着医疗服务提供者越来越关注患者护理中新出现的多样性、公平性和包容性（DEI）问题，人们对研究生一年级（PGY1）药剂学住院医师培训中有关 DEI 临床记录注意事项的了解却越来越少。本试点项目探讨了在多地点 PGY1 的集中课程中，同行评审活动中的培训、讨论和自我反思是否促进了临床文件中的 DEI 自我意识：教育活动和环境：在已建立的临床文件同行评议活动的基础上，在非住院医疗机构执业的 PGY1 级药学住院医师接受了有关 DEI 考虑因素的培训，并完成了小组和大组讨论、带有自我反思提示的活动后混合方法调查以及为期三个月的跟踪调查：22 名住院医师参加了临床文件同行评审活动、DEI 培训和讨论。12 名住院医师完成了带有反思提示的活动后调查；6 名住院医师（50%）表示在住院医师培训之前接受过类似的 DEI 培训。在接受了 "医疗记录指导 "培训和讨论后，12 名住院医师（100%）同意或非常同意他们对 "医疗记录指导 "文件注意事项的认识有所提高；10 名住院医师（83%）将以不同的方式记录他们提交的笔记，1 名住院医师不确定，1 名住院医师不会进行修改。有 12 名居民在活动结束三个月后完成了后续调查。活动后和三个月后收集到的关于主要学习的自由文本回答（分别）的主题包括总结：在同行评议临床记录活动中融入 DEI 培训、讨论和自我反思提示，提高了药房住院医师对 DEI 考虑因素的自我意识和知识，并促进了他们对患者护理记录的预期改变。无论之前是否接受过培训，住院医师们都表示在三个月后仍能保持自我意识并改变记录习惯。

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引用次数: 0