Rosemin Kassam1. 1. University of British Columbia, Vancouver, Canada, V6T 1Z3. rokassam@interchange.ubc.ca
Abstract
OBJECTIVE: To determine the nature and extent of learning opportunities presented to students during a community advanced pharmacy practice experience. METHODS: Learning opportunities were determined by reviewing students' portfolios. The numbers of unique learning opportunities in which students were engaged were calculated. RESULTS: While all students had ample opportunities to participate in consultations involving the assessment of new and refill prescriptions and nonprescription drugs, only 78% of students had the opportunity to engage in even 1 comprehensive pharmaceutical care consult over an 8-week period. Students' experiences in providing follow-up care, participating in a patient care project, and shadowing another healthcare professional were also limited. CONCLUSION: Analysis of the student portfolios suggested that the learning environment did not provide students with adequate opportunities to develop pharmaceutical care competencies.
OBJECTIVE: To determine the nature and extent of learning opportunities presented to students during a community advanced pharmacy practice experience. METHODS: Learning opportunities were determined by reviewing students' portfolios. The numbers of unique learning opportunities in which students were engaged were calculated. RESULTS: While all students had ample opportunities to participate in consultations involving the assessment of new and refill prescriptions and nonprescription drugs, only 78% of students had the opportunity to engage in even 1 comprehensive pharmaceutical care consult over an 8-week period. Students' experiences in providing follow-up care, participating in a patient care project, and shadowing another healthcare professional were also limited. CONCLUSION: Analysis of the student portfolios suggested that the learning environment did not provide students with adequate opportunities to develop pharmaceutical care competencies.
Authors: Charles H McDuffie; Melody C Sheffield; Mindi S Miller; Lori J Duke; Sandra P Rogers Journal: Am J Pharm Educ Date: 2010-05-12 Impact factor: 2.047