Bates Jill S, Buie Larry W, Lyons Kayley, Rao Kamakshi, Pinelli Nicole R, McLaughlin Jacqueline E, Roth Mary T
University of North Carolina Medical Center, Chapel Hill, North Carolina.
University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina.
Am J Pharm Educ. 2016 May 25;80(4):68. doi: 10.5688/ajpe80468.
Objective. To explore use of pharmacy learners as a means to expand pharmacy services in a layered learning practice model (LLPM), to examine whether an LLPM environment precludes achievement of knowledge-based learning objectives, and to explore learner perception of the experience. Design. An acute care oncology pharmacy practice experience was redesigned to support the LLPM. Specifically, the redesign focused on micro discussion, standardized feedback (eg, rubrics), and cooperative learning to enhance educational gain through performing clinical activities. Assessment. Posttest scores evaluating knowledge-based learning objectives increased in mean percentage compared to pretest values. Learners viewed the newly designed practice experience positively with respect to perceived knowledge attainment, improved clinical time management skills, contributions to patient care, and development of clinical and self-management skills. A fifth theme among students, comfort with learning, was also noted. Conclusion. Layered learning in an oncology practice experience was well-received by pharmacy learners. Data suggest a practice experience in the LLPM environment does not preclude achieving knowledge-based learning objectives and supports further studies of the LLPM.
目的。探讨将药学学习者作为一种手段，在分层学习实践模式（LLPM）中扩展药学服务，研究LLPM环境是否会妨碍基于知识的学习目标的实现，并探究学习者对该体验的看法。设计。重新设计了急性护理肿瘤药学实践体验，以支持LLPM。具体而言，重新设计聚焦于微观讨论、标准化反馈（如评分标准）和合作学习，以通过开展临床活动提高教育收益。评估。与预测试值相比，评估基于知识的学习目标的后测试成绩平均百分比有所提高。学习者对新设计的实践体验在感知知识获取、临床时间管理技能的提高、对患者护理的贡献以及临床和自我管理技能的发展方面给予了积极评价。学生中还提到了第五个主题，即学习舒适度。结论。肿瘤学实践体验中的分层学习受到了药学学习者的好评。数据表明，在LLPM环境中的实践体验并不妨碍实现基于知识的学习目标，并支持对LLPM的进一步研究。
