Yolanda M Hardy1, Janene L Marshall2. 1. Pharmacy Practice, 9501S. King Drive 3095 Douglas Hall, Chicago, IL 60628, United States. Electronic address: yhardy@csu.edu. 2. Pharmacy Practice, 9501S. King Dr/DH 3017, 3017 Douglas Hall, Chicago, IL 60628, United States. Electronic address: j-marshall@csu.edu.
Abstract
BACKGROUND AND PURPOSE: The purpose of this article is to discuss the course development and results of a survey assessing students' perceived confidence in performing various skills after completion of this course. EDUCATIONAL ACTIVITY AND SETTING: The course was taught using a model in which all activities performed by students took place in a fictitious health system. The course was created to give students the opportunity to learn in an environment that closely mimicked advanced pharmacy practice experiences (APPEs) while in the didactic setting. Higher order active learning activities and case-based exams were utilized in the course. Students' perceived level of confidence in performing skills practiced in the course was assessed via survey after completion of each semester of the course and after the first introductory pharmacy practice experience (IPPE). Course coordinators hypothesized that this course design would improve students' perceived level of confidence in performing skills utilized in the clinical practice setting. FINDINGS: Survey data from two class cohorts were analyzed. Students' perceived level of confidence in performing skills necessary in clinical practice increased as a result of the course. DISCUSSION: This course provided students an opportunity to experience an APPE environment while still in the didactic setting. The course design meets the Center for the Advancement of Pharmacy Education (CAPE) outcomes and aids in making students "APPE-ready" prior to the start of the P4 year. SUMMARY: This unique and innovative course format allowed students to integrate knowledge learned in previous courses and apply it in a manner like what is expected in the clinical setting.
BACKGROUND AND PURPOSE: The purpose of this article is to discuss the course development and results of a survey assessing students' perceived confidence in performing various skills after completion of this course. EDUCATIONAL ACTIVITY AND SETTING: The course was taught using a model in which all activities performed by students took place in a fictitious health system. The course was created to give students the opportunity to learn in an environment that closely mimicked advanced pharmacy practice experiences (APPEs) while in the didactic setting. Higher order active learning activities and case-based exams were utilized in the course. Students' perceived level of confidence in performing skills practiced in the course was assessed via survey after completion of each semester of the course and after the first introductory pharmacy practice experience (IPPE). Course coordinators hypothesized that this course design would improve students' perceived level of confidence in performing skills utilized in the clinical practice setting. FINDINGS: Survey data from two class cohorts were analyzed. Students' perceived level of confidence in performing skills necessary in clinical practice increased as a result of the course. DISCUSSION: This course provided students an opportunity to experience an APPE environment while still in the didactic setting. The course design meets the Center for the Advancement of Pharmacy Education (CAPE) outcomes and aids in making students "APPE-ready" prior to the start of the P4 year. SUMMARY: This unique and innovative course format allowed students to integrate knowledge learned in previous courses and apply it in a manner like what is expected in the clinical setting.