Nuffer Wesley, Gilliam Eric, Thompson Megan, Deihimi Sarah, Jordan Kimberly, Wienbar Rebecca, Vande Griend Joseph
University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
Curr Pharm Teach Learn. 2017 Nov;9(6):1071-1079. doi: 10.1016/j.cptl.2017.07.020. Epub 2017 Oct 12.
To evaluate pharmacy students' ability to perform and perspectives regarding a purposeful mapping of curricular content into experiential settings for application.
Students were given a list of activities developed by their curricular course directors that were to be completed during their introductory pharmacy practice experiences (IPPEs). Students were tasked with completing each assignment at their community or health system pharmacy site, and verify completion with their preceptor. Students were surveyed regarding their completion of these activities, who the tasks were performed on, and the value students perceived from the exercises.
Students ranked that the curricular mapping to experiential courses were successful. Average student responses reflected that the activities had value and positively impacted their learning. Many students struggled to find specific patient examples to complete the activities the way the course designed them. Changes to the structure of these activities was necessary for student success.
Students felt that the curricular mapping of assignments into IPPEs was meaningful and improved their learning. Not all students were able to complete assignments as described.
评估药学专业学生将课程内容有目的地映射到实践环境中以进行应用的能力及相关观点。
向学生提供了一份由课程主任制定的活动清单，这些活动需在他们的药学实习入门阶段（IPPEs）完成。学生的任务是在社区或医疗系统药房完成每项任务，并与带教老师核实完成情况。针对这些活动的完成情况、完成任务的对象以及学生从练习中所感知到的价值对学生进行了调查。
学生认为课程与实践课程的映射是成功的。学生的平均反馈表明这些活动有价值且对他们的学习有积极影响。许多学生难以找到具体的患者实例来按照课程设计的方式完成活动。为了学生取得成功，有必要对这些活动的结构进行调整。
学生认为将作业映射到IPPEs课程中是有意义的，并且改善了他们的学习。并非所有学生都能按要求完成作业。
