دورية أكاديمية
Creating a win-win: A novel layered learning approach for assessing first-year pharmacy students' communication skills.
| العنوان: | Creating a win-win: A novel layered learning approach for assessing first-year pharmacy students' communication skills. |
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| المؤلفون: | Do J; Clinical Assistant Professor of Pharmacy, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA. Electronic address: jenniedo@uw.edu., Choi SC; 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., Chang J; Associate Teaching Professor of Pharmacy, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA., Mike LA; Clinical Associate Professor of Pharmacy, University of Washington School of Pharmacy, University of Washington, Box 357630, H375 Health Sciences Building, Seattle, WA 98195, USA. |
| المصدر: | Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2024 Aug; Vol. 16 (8), pp. 102111. Date of Electronic Publication: 2024 May 27. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Elsevier Country of Publication: United States NLM ID: 101560815 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1877-1300 (Electronic) Linking ISSN: 18771297 NLM ISO Abbreviation: Curr Pharm Teach Learn Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: New York : Elsevier |
| مواضيع طبية MeSH: | Students, Pharmacy*/statistics & numerical data , Students, Pharmacy*/psychology , Educational Measurement*/methods , Educational Measurement*/statistics & numerical data , Communication*, Humans ; Education, Pharmacy/methods ; Education, Pharmacy/standards ; Education, Pharmacy/statistics & numerical data ; Surveys and Questionnaires ; Curriculum/trends ; Curriculum/standards ; Clinical Competence/standards ; Clinical Competence/statistics & numerical data |
| مستخلص: | 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. Competing Interests: Declaration of competing interest None. (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.) |
| فهرسة مساهمة: | Keywords: Assessment; Communication; Criteria-based; Layered learning; Pharmacy residency; Teaching |
| تواريخ الأحداث: | Date Created: 20240528 Date Completed: 20240703 Latest Revision: 20240703 |
| رمز التحديث: | 20240704 |
| DOI: | 10.1016/j.cptl.2024.102111 |
| PMID: | 38805878 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1877-1300 |
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| DOI: | 10.1016/j.cptl.2024.102111 |