Jody L Lounsbery1, Chrystian R Pereira1, Ila M Harris2, Jean Y Moon1, Sarah M Westberg3, Claire Kolar3. 1. University of Minnesota College of Pharmacy, Minneapolis, Minnesota; University of Minnesota Medical School, Minneapolis, Minnesota. 2. University of Minnesota Medical School, Minneapolis, Minnesota. 3. University of Minnesota College of Pharmacy, Minneapolis, Minnesota.
Abstract
OBJECTIVE: To determine if the amount of exposure to patient encounters and clinical skills correlates to student clinical competency on ambulatory care advanced pharmacy practice experiences (APPEs). DESIGN: Students in ambulatory care APPEs tracked the number of patients encountered by medical condition and the number of patient care skills performed. At the end of the APPE, preceptors evaluated students' competency for each medical condition and skill, referencing the Dreyfus model for skill acquisition. ASSESSMENT: Data was collected from September 2012 through August 2014. Forty-six responses from a student tracking tool were matched to preceptor ratings. Students rated as competent saw more patients and performed more skills overall. Preceptors noted minimal impact on workload. CONCLUSIONS: Increased exposure to patient encounters and skills performed had a positive association with higher Dreyfus stage, which may represent a starting point in the conversation for more thoughtful design of ambulatory care APPEs.
OBJECTIVE: To determine if the amount of exposure to patient encounters and clinical skills correlates to student clinical competency on ambulatory care advanced pharmacy practice experiences (APPEs). DESIGN: Students in ambulatory care APPEs tracked the number of patients encountered by medical condition and the number of patient care skills performed. At the end of the APPE, preceptors evaluated students' competency for each medical condition and skill, referencing the Dreyfus model for skill acquisition. ASSESSMENT: Data was collected from September 2012 through August 2014. Forty-six responses from a student tracking tool were matched to preceptor ratings. Students rated as competent saw more patients and performed more skills overall. Preceptors noted minimal impact on workload. CONCLUSIONS: Increased exposure to patient encounters and skills performed had a positive association with higher Dreyfus stage, which may represent a starting point in the conversation for more thoughtful design of ambulatory care APPEs.
Authors: Michael L Green; Eva M Aagaard; Kelly J Caverzagie; Davoren A Chick; Eric Holmboe; Gregory Kane; Cynthia D Smith; William Iobst Journal: J Grad Med Educ Date: 2009-09
Authors: Krystal K Haase; Maureen A Smythe; Patricia L Orlando; Beth H Resman-Targoff; Lisa S Smith Journal: Pharmacotherapy Date: 2008-12 Impact factor: 4.705
Authors: Melissa S Medina; Cecilia M Plaza; Cindy D Stowe; Evan T Robinson; Gary DeLander; Diane E Beck; Russell B Melchert; Robert B Supernaw; Victoria F Roche; Brenda L Gleason; Mark N Strong; Amanda Bain; Gerald E Meyer; Betty J Dong; Jeffrey Rochon; Patty Johnston Journal: Am J Pharm Educ Date: 2013-10-14 Impact factor: 2.047
Authors: David W Nierenberg; M Scottie Eliassen; Stephen B McAllister; Brian P Reid; Catherine Florio Pipas; William W Young; Greg S Ogrinc Journal: Acad Med Date: 2007-01 Impact factor: 6.893
Authors: S L Rattner; D Z Louis; C Rabinowitz; J E Gottlieb; T J Nasca; F W Markham; R P Gottlieb; J W Caruso; J L Lane; J Veloski; M Hojat; J S Gonnella Journal: JAMA Date: 2001-09-05 Impact factor: 56.272
Authors: Jody L Lounsbery; Bethany A Von Hoff; Scott A Chapman; Caitlin K Frail; Jean Y Moon; Ann M Philbrick; Zachary Rivers; Chrystian Pereira Journal: Am J Pharm Educ Date: 2019-11 Impact factor: 2.047
Authors: Beth Bryles Phillips; Andrea Sikora Newsome; Christopher M Bland; Russ Palmer; Katie Smith; David L DeRemer; Stephanie V Phan Journal: Am J Pharm Educ Date: 2019-10 Impact factor: 2.047