Frail Caitlin K, Chapman Scott A, Jolowsky Christene, Moon Jean Y, Philbrick Ann M
Pharmaceutical Care and Health Systems, University of Minnesota College of Pharmacy, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
Experimental and Clinical Pharmacology, University of Minnesota College of Pharmacy, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
Curr Pharm Teach Learn. 2017 Nov;9(6):962-965. doi: 10.1016/j.cptl.2017.07.003. Epub 2017 Aug 23.
There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment.
Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.
在体验式教育（EE）这一复杂且资源密集的教育领域，存在着与提高教育质量策略相关的持续评估和改进活动。一种尚未被描述的为中小学和学院设计与实施EE项目的方法，即依赖志愿者带教老师，是利用临床实践教师与EE领导层建立正式伙伴关系，以加强课程设置和评估。
拥有实践环境专业知识的临床实践教师可以担任高级药学实践经验（APPE）轮转课程的主任。在此角色中，他们可以与EE教职员工合作，为APPE轮转经历制定更具课程针对性的期望、学习目标和标准。这种模式可以提高学生和带教老师的一致性，采用的方法类似于在理论课程中由内容专家担任课程主任。本评论探讨了该策略在提高EE质量和一致性方面的潜力。
