A Layered Learning Approach to Scaling in Learning Classifier Systems for Boolean Problems.

Evolutionary Computation (EC) often throws away learned knowledge as it is reset for each new problem addressed. Conversely, humans can learn from small-scale problems, retain this knowledge (plus functionality) and then successfully reuse them in larger-scale and/or related problems. Linking solutions to problems together has been achieved through layered learning, where an experimenter sets a series of simpler related problems to solve a more complex task. Recent works on Learning Classifier Systems (LCSs) has shown that knowledge reuse through the adoption of Code Fragments, GP-like tree-based programs, is plausible. However, random reuse is inefficient. Thus, the research question is how LCS can adopt a layered-learning framework, such that increasingly complex problems can be solved efficiently? An LCS (named XCSCF*) has been developed to include the required base axioms necessary for learning, refined methods for transfer learning and learning recast as a decomposition into a series of subordinate problems. These subordinate problems can be set as a curriculum by a teacher, but this does not mean that an agent can learn from it. Especially if it only extracts over-fitted knowledge of each problem rather than the underlying scalable patterns and functions. Results show that from a conventional tabula rasa, with only a vague notion of what subordinate problems might be relevant, XCSCF* captures the general logic behind the tested domains and therefore can solve any n-bit Multiplexer, n-bit Carry-one, n-bit Majority-on, and n-bit Even-parity problems. This work demonstrates a step towards continual learning as learned knowledge is effectively reused in subsequent problems.

An ensemble learning strategy for panel time series forecasting of excess mortality during the COVID-19 pandemic.

Quantifying and analyzing excess mortality in crises such as the ongoing COVID-19 pandemic is crucial for policymakers. Traditional measures fail to take into account differences in the level, long-term secular trends, and seasonal patterns in all-cause mortality across countries and regions. This paper develops and empirically investigates the forecasting performance of a novel, flexible and dynamic ensemble learning with a model selection strategy (DELMS) for the seasonal time series forecasting of monthly respiratory disease death data across a pool of 61 heterogeneous countries. The strategy is based on a Bayesian model averaging (BMA) of heterogeneous time series methods involving both the selection of the subset of best forecasters (model confidence set), the identification of the best holdout period for each contributed model, and the determination of optimal weights using out-of-sample predictive accuracy. A model selection strategy is also developed to remove the outlier models and to combine the models with reasonable accuracy in the ensemble. The empirical outcomes of this large set of experiments show that the accuracy of the BMA approach is significantly improved with DELMS when selecting a flexible and dynamic holdout period and removing the outlier models. Additionally, the forecasts of respiratory disease deaths for each country are highly accurate and exhibit a high correlation (94%) with COVID-19 deaths in 2020.

Creating a win-win: A novel layered learning approach for assessing first-year pharmacy students' communication skills.

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.

Pharmacogenomics concierge service as an opportunity for pharmacist reimbursement and practice-based learning.

OBJECTIVE: To assess the feasibility of a pilot pharmacogenomics concierge service that incorporates student practice-based learning opportunities and a survey to determine patients' interest and willingness to pay. METHODS: Participants in the pilot study (n=34) completed a survey to determine their willingness to pay for concierge services. Six participants indicating the highest level of interest were selected to participate in the program free of charge. Students conducted preliminary genetic testing to assess the potential value of a pharmacogenomics service. For the subset of participants (n=6) invited to the concierge service, confirmatory genetic testing was completed by a third-party lab. A layered learning model allowed senior students to mentor and train junior students in the area of pharmacogenomics. RESULTS: Six invited participants completed the concierge program and third party pharmacogenomic testing, and the majority (83%) received pharmacogenomic consultation with the pharmacist. Completed surveys from participants in the pilot program (n=34) indicated a willingness to pay $25-50 a month to have continued access to a pharmacist. Surveyed individuals rated their likelihood of utilizing the concierge service at a mean rating of 8.6 (SD=1.88) on a scale of 1 to 10 although this rating dropped significantly if insurance did not cover the cost. The pilot program offered opportunities for practice-based learning through a layered learning model. CONCLUSION: This pilot concierge program presented several successes and challenges which may help others avoid common pitfalls and spur discussion on optimal ways to develop new pharmacy services and experiential opportunities for students.

Outcomes of a Pharmacy-Driven Inpatient Chronic Obstructive Pulmonary Disease (COPD) Transitions of Care (TOC) Management Process.

BACKGROUND: Current data shows 30% of patients hospitalized for Chronic Obstructive Pulmonary Disease (COPD) exacerbation are readmitted within 30 days. Medication management during transitions of care (TOC) has shown impact on clinical outcomes, however there is insufficient data to suggest how pharmacy TOC services might benefit this patient population. OBJECTIVE: Evaluate the effects of pharmacy-driven COPD TOC services on hospital re-presentation rates. METHODS: A single-center retrospective chart review conducted of patients hospitalized for a COPD exacerbation. A comprehensive admission-to-discharge TOC service was provided by early immersion pharmacy students, advanced immersion pharmacy students, and an attending pharmacist in a layered learning model. The primary outcome was 30-day re-presentation rate. Secondary outcomes were 90-day re-presentation rate, volume of interventions made and description of the service. RESULTS: From 1/1/2019 to 12/31/2019, there were 2422 patients admitted for COPD exacerbation management and 756 patients received at least one intervention from the COPD TOC service. 30% needed a change to inhaler therapy. The provider accepted 57.8% of the recommended changes, and 36% and 33% of eligible patients received an inhaler technique education and bedside delivery of the new inhaler, respectively. Outcomes in the 30-day re-presentation and 90-day censored re-presentation rates for the intervention and control group were 28.5% vs 25.5% (P = .12) and 46.7% vs 42.9%, respectively. CONCLUSION: This study did not find a significant change in 30-day re-presentation rate with a pharmacy-driven COPD TOC service. It did find that a significant number of patients admitted with COPD exacerbation may need an inhaler change, and demonstrates the utility of this kind of TOC service for identifying and correcting medication-related problems unique to this disease state. There were opportunities for improvement in percent of patients receiving the full intended intervention.

Improving learning using a layered learning model in the ambulatory care setting.

INTRODUCTION: Layered learning models (LLMs) are becoming increasingly popular at various clinical practice sites and give rotational student pharmacists the opportunity to learn from pharmacist preceptors and resident mentors. The purpose of this article is to give additional insight into implementation of a LLM in an ambulatory care clinical practice setting. Given the expanding services of ambulatory care pharmacy practice sites, this is poised as an excellent opportunity to train both current and future pharmacists through utilization of LLM. COMMENTARY: The LLM employed at our institution gives student pharmacists an opportunity to work within a unique team consisting of a pharmacist preceptor and a postgraduate year one and/or postgraduate year two resident mentor if applicable. The LLM gives student pharmacists the opportunity to apply clinical knowledge into practice while refining soft skills that many student pharmacists might struggle with during pharmacy school or may not have the chance to develop prior to graduation. Embedding a resident within a LLM provides an ideal environment for preceptorship experience towards the student pharmacist while developing skills or attributes required to become an effective educator. The pharmacist preceptor in the LLM is able to teach the resident how to precept student pharmacists by tailoring their rotational experience to enhance learning. IMPLICATIONS: LLMs are continuing to grow in popularity in clinical practice settings. This article offers additional insight into how a LLM can improve the learning experience of everyone involved which includes student pharmacists, resident mentors, and pharmacist preceptors.

Adapting the layered learning model to a virtual international exchange program.

INTRODUCTION: The layered learning model (LLM) is a well-established teaching approach designed for attending preceptors to train post-graduate learners and to precept students. The adaptation of a LLM to a virtual exchange program has not been previously described. The purpose of this study was to evaluate the effectiveness of the longitudinal virtual international exchange program in applying principles of the LLM to multiple levels of learners and instructors at West Virginia University (WVU) School of Pharmacy and Kitasato University (KU) School of Pharmacy. METHODS: The online survey piloted the impact of applying the LLM to virtual international exchange sessions on improving participant knowledge in pharmacy practice, pharmacy education, cultural practices, and cultural awareness. The survey questions assessed the program's structure and effectiveness in achieving learning outcomes related to pharmacy residency topics and cultural competency using a five-point Likert scale. RESULTS: Median scores of the effectiveness of the virtual international exchange program structure were high (≥ 4.0). Two questions evaluating the use of the LLM had median scores of 4.0. All nine residency-related questions were rated ≥3.0. The median scores for three questions evaluating small group discussions and the use of the LLM were rated significantly higher by WVU participants than KU participants. There were no significant differences in program structure and learning outcome ratings between participant groups (student vs. resident/fellow vs. preceptor/faculty). CONCLUSIONS: Application of the LLM to the virtual international exchange program was positively received by participants, particularly by United States participants.

Teaching research skills to student pharmacists: A multi-campus, multi-semester applied critical care research elective.

BACKGROUND AND PURPOSE: Research electives are commonly offered in doctor of pharmacy programs but are typically limited to one faculty member mentoring individual students at a single site for a semester long self-study experience. The purpose of this paper is to describe pharmacy student experiences and perceptions of the research process after completing a multi-campus, multi-investigator critical care research elective. EDUCATIONAL ACTIVITY AND SETTING: The Research in Critical Care Pharmacotherapy elective was launched in spring 2019 and implemented a novel approach to the pharmacy research elective that promoted collaborative research across four campuses that may be continued for up to four semesters of credit. FINDINGS: Six second- and third-year doctor of pharmacy students enrolled in the course during the first offering. Three students were located on the main campus with one student on each of the extended campuses. Students completed a median of five unique research activities with at least one student participating in 15 of the 19 activities evaluated. Students were asked to complete a pre- and post-course survey assessing perceived research abilities using the Dreyfus model. There was a significant decrease in the number of novice responses in the post-course survey (pre- 10 vs. post- 2, p = 0.043). SUMMARY: A multi-campus, multi-investigator critical care research elective provided broad research experiences and increased student confidence related to numerous research skills.

Gait Optimization Method for Humanoid Robots Based on Parallel Comprehensive Learning Particle Swarm Optimizer Algorithm.

To improve the fast and stable walking ability of a humanoid robot, this paper proposes a gait optimization method based on a parallel comprehensive learning particle swarm optimizer (PCLPSO). Firstly, the key parameters affecting the walking gait of the humanoid robot are selected based on the natural zero-moment point trajectory planning method. Secondly, by changing the slave group structure of the PCLPSO algorithm, the gait training task is decomposed, and a parallel distributed multi-robot gait training environment based on RoboCup3D is built to automatically optimize the speed and stability of bipedal robot walking. Finally, a layered learning approach is used to optimize the turning ability of the humanoid robot. The experimental results show that the PCLPSO algorithm achieves a quickly optimal solution, and the humanoid robot optimized possesses a fast and steady gait and flexible steering ability.

A Precepting-Focused Advanced Pharmacy Practice Experience in Academia.

DESCRIPTION OF THE OPPORTUNITY: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. INNOVATION: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student's precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. FINDINGS: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as "similar" to faculty instruction. CONCLUSION: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors.

Impact of a Layered Learning Practice Model on Delivery of Clinical Pharmacy Key Performance Indicators under a Tertiary Care Centre Oncology Service.

BACKGROUND: The layered learning practice model (LLPM), within which a pharmacist supervises both a pharmacy resident and a student, mitigates the growing demand for clinical rotations that has accompanied national expansion of Doctor of Pharmacy programs. A Canadian collaborative of hospital pharmacists established consensus on 8 clinical pharmacy key performance indicators (cpKPIs), activities associated with improved patient outcomes. Increased implementation of the LLPM alongside cpKPI measurement offers opportunities to compare the LLPM with standard practice in terms of pharmaceutical care delivery. OBJECTIVE: To quantify clinical productivity, as measured by proportions of eligible patients receiving cpKPIs and absolute numbers of completed cpKPIs, across scenarios involving pharmacists working with and without pharmacy learners. METHODS: In this retrospective observational study, pharmacy students, pharmacy residents, and pharmacists recorded completion of 7 cpKPIs for oncology inpatients over a total of 6 months in 2017 and 2018. Clinical productivity was described across the following 3 scenarios: presence of one or more pharmacists with one resident and one or more students (P-R-S); presence of one or more pharmacists with one or more students (P-S); and presence of one or more pharmacists only (P; standard practice). RESULTS: During the study, there were 685 recorded admissions to the inpatient oncology service. Generally, the proportions of patients who received cpKPIs were similar for scenarios with and without pharmacy learners present. Standardized to 20 pharmacist workdays, the total number of cpKPIs 1, 2, 3, 5, 6, and 7 (255 with P-R-S scenario, 281 with P-S scenario, and 258 with P scenario) and the total number of drug therapy problems resolved (i.e., cpKPI 3; 153 with P-R-S scenario, 180 with P-S scenario, and 149 with P scenario) were similar across the scenarios. Scenario P had fewer admitted patients per pharmacist workday (3.2) than scenarios P-S and P-R-S (3.4 and 3.7, respectively), which may have contributed to a trend toward greater proportions of patients receiving cpKPIs under scenario P. CONCLUSIONS: Compared with standard practice, integration of pharmacy learners within an oncology unit did not appear to impair clinical productivity, as demonstrated by the comparable proportions of patients receiving cpKPIs and the total number of completed cpKPIs.

CONTEXTE: Le modèle de pratique avec apprentissage à plusieurs niveaux (traduction libre de : Layered Learning Practice Model, [LLPM]), où un pharmacien supervise un résident et un étudiant en pharmacie, permet de réduire la demande croissante de stages cliniques qui a suivi le développement national des programmes de doctorat en pharmacie. Un regroupement canadien composé de pharmaciens d'hôpitaux a établi un consensus sur huit indicateurs clés de rendement relatifs à la pharmacie clinique (ICRpc), activités associées à l'amélioration des résultats thérapeutiques. L'accélération de la mise en oeuvre du LLPM, parallèlement à l'évaluation des ICRpc, offre des occasions de comparer le LLPM aux pratiques courantes en ce qui a trait à la prestation de soins pharmaceutiques. OBJECTIF: Quantifier la productivité clinique, en fonction des proportions de patients admissibles, profitant des ICRpc et des nombres absolus d'ICRpc évalués, dans des scénarios où les pharmaciens travaillent ou non avec des étudiants ou des résidents. MÉTHODES: Dans la présente étude d'observation rétrospective, des étudiants et des résidents en pharmacie ainsi que des pharmaciens ont enregistré l'évaluation complète de sept ICRpc pour des patients hospitalisés en oncologie sur une durée totale de six mois en 2017 et 2018. La productivité clinique a été décrite à l'intérieur des trois scénarios suivants : participation d'au moins un pharmacien accompagné d'au moins un résident et un étudiant (P-R-É); participation d'au moins un pharmacien accompagné d'au moins un étudiant (P-É); et participation d'au moins un pharmacien, sans étudiant ou résident (P : pratique courante). RÉSULTATS: Au cours de l'étude, on a enregistré 685 admissions au service d'hospitalisation en oncologie. Généralement, les proportions de patients profitant des ICRpc étaient semblables dans les trois scénarios. Basé sur une unité de mesure de 20 jours de travail de pharmacien, le nombre total d'ICRpc 1, 2, 3, 5, 6 et 7 (255 pour le scénario P-R-É, 281 pour le scénario P-É et 258 pour le scénario P) et le nombre total de problèmes pharmacothérapeutiques réglés (c'est-à-dire ICRpc 3; 153 pour le scénario P-R-É, 180 pour le scénario P-É et 149 pour le scénario P) étaient semblables dans les différents scénarios. Le scénario P présentait moins de patients admis par jours de travail de pharmacien (3,2) que les scénarios P-É et P-R-É (respectivement 3,4 et 3,7), ce qui peut avoir contribué à créer une tendance montrant une plus grande proportion de patients profitant des ICRpc dans le scénario P. CONCLUSIONS: Comparée à la pratique courante, l'intégration d'étudiants ou de résidents en pharmacie dans un service d'oncologie ne semblait pas réduire la productivité clinique, comme l'illustrent les proportions comparables de patients profitant d'ICRpc et le nombre total d'ICRpc évalués.

Evaluation of a Newly Established Layered Learning Model in an Ambulatory Care Practice Setting.

BACKGROUND AND PURPOSE: Given the need to accommodate overlapping longitudinal Introductory Pharmacy Practice Experience (IPPE) students and Advanced Pharmacy Practice Experience (APPE) students at regular intervals while meeting clinical demands, the opportunity to establish a layered learning model (LLM) became evident at University of Missouri - Kansas City School of Pharmacy. The purpose of this project was to establish an LLM at an ambulatory care site, observe the teaching-learning interactions between IPPE and APPE students, and evaluate student perceptions of the experience. EDUCATIONAL ACTIVITY AND SETTING: The LLM was implemented over the course of three traditional semesters during Spring 2016 through Spring 2017. Clinical services were offered 2.5 days per week. Overlapping student instructional time was established in conjunction with the provision of clinical pharmacy services and the structure of each rotation type. Third-year (P3) IPPE and fourth-year (P4) APPE students, who participated in the LLM at this site, completed a course evaluation pertaining to their experiences. The evaluation focused on APPE and practice readiness, as well as strengths and limitations of the LLM. FINDINGS: All 16 students completed the evaluation (100% response rate). All IPPE students indicated the LLM prepared them for APPEs in either an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. Of the APPE students, most indicated the LLM prepared IPPE students for APPEs in an excellent (n=3, 37.5%) or above average (n=4, 50%) manner. Similarly, the majority of APPE students indicated the LLM prepared APPE students for practice in an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. In addition, the following common themes developed, which highlight the benefits of the experience: reinforcement of knowledge through instruction, enhanced understanding of APPE expectations, exposure to multiple teaching styles, and creation of a comfortable learning environment. Students suggested the LLM include increased time for interaction with other learners. SUMMARY: An LLM involving P3 IPPE and P4 APPE pharmacy students, in an ambulatory care practice setting, was associated with positive student perceptions. Student feedback was best utilized to generate the hypothesis that this LLM may increase both APPE and practice readiness. However, further study is needed to confirm direct cause and effect.

Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model.

Objective. To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Methods. Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework's dimensions and sub-dimensions. Results. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. All core dimensions of the cognitive apprenticeship framework emerged during the interviews; however, preceptors varied in how they used the framework in the training of pharmacy learners at different levels. This variability was especially apparent within the sub-dimensions of the content and method domains. Conclusion. This study demonstrates that all four cognitive apprenticeship principles are being used in the clinical environments operationalizing the LLPM. These findings suggest that cognitive apprenticeship is an applicable and relevant educational framework when engaging multiple learners in clinical education environments.

Dynamic Interplay of Pharmacy Learners During a Solid Organ Transplantation Learning Experience.

Institutions with established clinical pharmacy services have the ability to offer focused patient care learning experiences, often led by a clinical specialist, for pharmacy residents and pharmacy students. Since all parties are continually involved in professional development and lifelong learning, the aforementioned groups can all be considered "pharmacy learners." By utilizing the dynamic interplay and collaboration between pharmacy learners through direct and nondirect patient care activities, experiential and educational opportunities may be improved and enhanced for each learner. A tiered learning approach engages individuals in areas such as direct patient care, patient education, presentations, research projects, career development, and the feedback process. We describe our experience during a solid organ transplantation learning experience using a layered learning practice model that included a clinical pharmacy specialist, a postgraduate year 2 specialty pharmacy resident, a postgraduate year 1 pharmacy resident, and a pharmacy student.

Efficient and effective precepting of pharmacy students in acute and ambulatory care rotations: A Delphi expert panel study.

PURPOSE: Using the Delphi process, a panel of experienced preceptors achieved consensus on best practices to increase preceptor efficiency and effectiveness. METHODS: The Delphi panelists completed 3 survey rounds and a face-to-face meeting. Survey questions covered several topics, including preparation of students for rotations, preceptor efficiency and effectiveness, potential resident contributions to precepting, methods of developing critical-thinking skills and providing assessment and feedback, precepting time metrics, and barriers to preceptor effectiveness. Panel consensus was defined as agreement of ≥80%. RESULTS: Fifteen of 36 invited preceptors (42%) completed all 3 survey rounds. The expert panel reached consensus on 6 essentials for effective rotations, 8 precepting contributions that could be made by appropriately trained residents, precepting barriers, 4 strategies for teaching critical thinking, and 5 valuable characteristics of the One Minute Preceptor model. Panelists reported on time spent with students presenting new patient cases (median, 10 minutes per case), time devoted to assessment of students' clinical performance (median, 22 minutes per student weekly), and time dedicated to student professional development (median, 20 minutes per student weekly). CONCLUSION: Important strategies for preceptors identified by the panel included (1) a thorough orientation to logistics, expectations, and scheduling of activities, (2) using appropriately trained residents in student training, (3) providing opportunities for critical thinking and therapeutic decision-making, (4) giving frequent, quality feedback on clinical activities, and (5) giving feedback to learners on a regular basis.

An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training.

Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists. Results. Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees' perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching. Conclusion. Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care.

The layered learning practice model: Lessons learned from implementation.

PURPOSE: Pharmacists' views about the implementation, benefits, and attributes of a layered learning practice model (LLPM) were examined. METHODS: Eligible and willing attending pharmacists at the same institution that had implemented an LLPM completed an individual, 90-minute, face-to-face interview using a structured interview guide developed by the interdisciplinary study team. Interviews were digitally recorded and transcribed verbatim without personal identifiers. Three researchers independently reviewed preliminary findings to reach consensus on emerging themes. In cases where thematic coding diverged, the researchers discussed their analyses until consensus was reached. RESULTS: Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. The sample was drawn from both acute and ambulatory care practice settings and all clinical specialty areas. Attending pharmacists described several experiences implementing the LLPM and perceived benefits of the model. Attending pharmacists identified seven key attributes for hospital and health-system pharmacy departments that are needed to design and implement effective LLPMs: shared leadership, a systematic approach, good communication, flexibility for attending pharmacists, adequate resources, commitment, and evaluation. Participants also highlighted several potential challenges and obstacles for organizations to consider before implementing an LLPM. CONCLUSION: According to attending pharmacists involved in an LLPM, successful implementation of an LLPM required shared leadership, a systematic approach, communication, flexibility, resources, commitment, and a process for evaluation.