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Am J Pharm Educ ; 83(4): 6865, 2019 05.
Artículo en Inglés | MEDLINE | ID: mdl-31223157


Since 2004, concerns and calls for greater quality assurance in experiential education have been published. The Accreditation Council for Pharmacy Education (ACPE) "Standards 2016" provide limited differentiation across the four required practice experiences, and, as such, schools interpret them differently. Both schools and accreditation site visit teams would benefit from a common set of guidance for the required Advanced Pharmacy Practice Experiences (APPEs), so that they can ensure consistency and quality in student experiences across practice sites. To address this need for greater standardization, a taskforce of the American Association of Colleges of Pharmacy (AACP) Experiential Education (EE) Section conducted a peer-reviewed, consensus-building process, including experiential faculty and staff across multiple colleges and schools of pharmacy, to determine a common set of elements that could be used to bring consistency to the experiences and expectations for student learning in practice. Over a two year period, the taskforce reviewed the relevant literature and then drafted and revised the elements through an iterative process which allowed for established EE consortia and members of the EE section to review the draft and provide input for revision. The resulting essential elements presented here can be used to guide faculty and staff within experiential education programs in their quality assurance processes in ensuring students receive consistent experience as part of their education prior to graduation.

MedEdPORTAL ; 15: 10791, 2019 01 04.
Artículo en Inglés | MEDLINE | ID: mdl-30800991


Introduction: The science of patient safety demonstrates that good communication is essential for effective interprofessional collaboration. Methods: We created a low-stakes, formative assessment with which medical students, pharmacy students, and nursing students could practice several of the Interprofessional Education Collaborative competencies. We aimed to enable students to practice collaborative care, respect for other disciplines, and shared accountability. Senior students from medicine, nursing, and pharmacy worked in teams to disclose a medical error to a standardized patient. The activity began with an icebreaker exercise wherein students learned about each other. Next, each team planned a strategy for error disclosure and collaboratively disclosed the error. Standardized patients evaluated the team's performance. Subsequently, students regrouped for a debriefing. The participating institutions administered a survey to their students. Results: In total, 1,151 students participated: 464 fourth-year students from the University of Houston College of Pharmacy, 450 third- and fourth-year students from Baylor College of Medicine, and 237 fourth-year students from Texas Woman's University Nelda C. Stark College of Nursing, all in Houston, Texas. Postsession survey data showed that students thought they achieved the relevant competencies. Students' understanding of the perspectives of the other two disciplines improved. Students found the simulation encounter and debriefing effective in helping them consider the contributions of other disciplines to patient care. Discussion: This interprofessional standardized patient activity enabled collaborative problem solving. The debriefing discussion broadened students' understanding of the expertise of the other disciplines and promoted shared accountability. Students found this activity engaging and effective.

Curr Pharm Teach Learn ; 9(1): 12-19, 2017.
Artículo en Inglés | MEDLINE | ID: mdl-29180144


OBJECTIVE: The current literature has identified many motivating factors and barriers influencing pharmacy students' decision to apply for residency training. Despite a growing need for residency trained pharmacists to advance the profession, it is not clear why only about one in four pharmacy students decide to pursue a residency, and which of these factors have the most influence on student decision-making. The study examines the factors associated with pharmacy students' intention to apply for a postgraduate residency using the theory of planned behavior (TPB) framework. METHODS: Second and third-year students from four Texas pharmacy schools were surveyed using an online questionnaire based on the TPB. Descriptive statistics and multiple linear regression analyses were utilized to assess the study objectives. RESULTS: A total of 251 completed responses were received. Attitude, subjective norms (SN), and perceived behavioral control (PBC) were significant predictors of intention to apply for a pharmacy residency (ß = 0.32, 0.58, and 0.36, respectively, p < 0.001). Attending ASHP's midyear meeting or other residency showcase was a significant predictor of intention (ß = 0.71, p = 0.006). Additional significant predictors of intention include believing a residency would increase confidence in practicing pharmacy (ß = 0.36, p < 0.001) and help achieve career goals (ß = 0.16, p < 0.02); the social influence of faculty members (ß = 0.10, p = 0.003) and family (ß = 0.08, p = 0.02); believing financial obligations (ß = 0.20, p = 0.006), feeling afraid of the competition and/or not matching (ß = 0.24, p < 0.001), needing to relocate (ß = 0.09, p = 0.04), and the lengthy application and/or interview process (ß = 0.12, p = 0.04) would make it more difficult to apply for a residency. CONCLUSIONS: The TPB model was useful in predicting pharmacy students' intention to apply for a residency, and all TPB constructs were significant predictors. Therefore, interventions that target students' attitude, SN, and PBC may be valuable to increase their intention, especially the specific beliefs identified to significantly predict intention. Future research into methods in which these motivating factors can be encouraged and perceived barriers can be addressed by pharmacy stakeholders will increase interest and participation in residency training.

Actitud del Personal de Salud , Intención , Teoría Psicológica , Estudiantes de Farmacia/psicología , Adulto , Educación de Postgrado en Farmacia/métodos , Educación de Postgrado en Farmacia/estadística & datos numéricos , Femenino , Humanos , Internado y Residencia/normas , Internado y Residencia/estadística & datos numéricos , Masculino , Estudiantes de Farmacia/estadística & datos numéricos , Encuestas y Cuestionarios , Texas , Recursos Humanos