Sin Jonathan H, Li Hanlin, Jandovitz Nicholas, King Madeline, Tsapepas Demetra S
1 Department of Pharmacy, Massachusetts General Hospital, Boston, MA, USA.
2 Department of Pharmacy, NewYork-Presbyterian Hospital, Columbia University Medical Center, New York, NY, USA.
J Pharm Pract. 2018 Jun;31(3):347-352. doi: 10.1177/0897190017715392. Epub 2017 Jun 20.
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.
拥有成熟临床药学服务的机构有能力为药学住院医师和药学专业学生提供有针对性的患者护理学习体验，这类体验通常由临床专家主导。由于所有参与方都持续参与专业发展和终身学习，上述群体都可被视为“药学学习者”。通过在药学学习者之间利用直接和非直接患者护理活动进行动态互动与协作，可为每位学习者改善和提升体验式及教育机会。分层学习方法让个人参与到直接患者护理、患者教育、报告展示、研究项目、职业发展和反馈过程等领域。我们描述了在一次实体器官移植学习体验期间的经历，该体验采用了分层学习实践模式，参与人员包括一名临床药学专家、一名二年级专科药房住院医师、一名一年级药房住院医师和一名药学专业学生。
