Mapping Course Assessments to Canadian Pharmacy Educational Outcomes to Ensure Pharmacy Students' Practice Readiness.

Objective. The entry-to-practice PharmD degree is designed to meet the Educational Outcomes of the Association of Faculties of Pharmacy of Canada (AFPC). We set out to evaluate how assessment strategies in a "capstone" course align with AFPC educational outcomes, their respective key and enabling competencies, and whether enough assessments exist for students to demonstrate achievement of competencies prior to embarking on advanced pharmacy practice experiences.Methods. We mapped each assessment's objectives, content, and methods to the key and enabling competencies of each role of a pharmacist. The number of enabling competencies mapped represents the extent to which the assessment addressed the associated key competency and broader role. Deidentified student performance data were analyzed to identify achievement of competencies despite failed assessments.Results. Of the seven role descriptions, the roles care provider, communicator, and collaborator were the most comprehensively assessed. The roles leader-manager and health advocate were assessed to a limited extent. The role scholar was not covered to a great depth across assessments. The role professional was not represented in most assessments except for the final examination. Students with failed assessments generally had ample opportunity to demonstrate competencies through other assessments.Conclusion. Mapping assessments to AFPC educational outcomes is an essential step to demonstrate direct evidence that students have achieved the intended learning outcomes. Our map revealed that the assessments sufficiently overlapped with most AFPC educational outcomes with a few exceptions. It is important to create multiple opportunities within a course for students to demonstrate achievement of competencies to ensure practice readiness.

An Analysis of Canadian Doctor of Pharmacy Student Experiences in Non-Traditional Student-Preceptor Models.

Objective. To describe students' experiences and perceptions of non-traditional student-preceptor learning models and evaluate the effectiveness of these models on students' learning experience. Methods. Pharmacy students who had completed at least one experiential rotation with a non-traditional learning model participated in semi-structured interviews. Models included peer-assisted learning (PAL; two or more students of same educational level), near-peer teaching (NPT; one or more junior students with one or more senior students), and co-preceptorship (CoP; two or more preceptors). Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for evaluating educational training. Results. Twenty semi-structured interviews were conducted. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) from 14 institutions were described. Many themes overlapped between the three models. In CoP, learners described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT learners felt supported as collaboration with other learners was readily fostered. Potential challenges in PAL and NPT were difficulties when personalities conflicted and when there was a significant knowledge gap between the learners. All three models allowed for the development of skills, including communication and collaboration. Learners reported an enhanced approach to patient care and professional practice, including approaches to teaching as new preceptors. Conclusion. Pharmacy students and graduates valued their experiences in non-traditional student-preceptor models. Institutions may find support for using these precepting models to increase placement capacity.