Northeastern University, Bouvé College of Health Sciences, School of Pharmacy, Boston, Massachusetts.
Am J Pharm Educ. 2018 Aug;82(6):6311. doi: 10.5688/ajpe6311.
To implement and assess the curricular integration of the Pharmacists' Patient Care Process (PPCP) in a course series for second- and third-year pharmacy students. The five-step PPCP was integrated within a four-semester pharmacotherapy course starting with the introductory course lectures. Beginning in the spring of 2015, the five steps of the PPCP were delivered to 129 P2 students, along with rollout of curricular integration within corresponding classroom and seminar activities and assessments. Integration focused on the development of course-specific lecture and seminar materials, a faculty guidance strategy and templates, and evaluation approaches for course assessments. Student comprehension and utilization of the PPCP were assessed via 61 unique assessments (12 examinations and 49 quizzes). Faculty incorporation and perception of the PPCP were evaluated via survey. Overall, students demonstrated the most understanding on the lowest levels of the PPCP: 83.6% and 82.2% for the Collect and Implement components, respectively, compared to the higher-level components of Planning (78.0%) and Follow-up (76.0%). Faculty understanding, integration, and utilization of the PPCP in course materials were assessed approximately 6 months after implementation. Twenty-two faculty (96% of course instructors) participated in the survey. Eighteen (82%) have modified instructional materials to incorporate PPCP and among these, 89% agreed/strongly agreed that they possessed a clear understanding of the PPCP. Implementing a successful curricular change such as the integration of the PPCP across multiple courses requires a multi-faceted approach. The development of faculty templates and provision of support through various methods are necessary to ensure consistent and comprehensive integration across the curriculum. Additionally, evaluation of student performance and achievement of intended outcomes should be used to guide curricular assessments and continuous quality improvements throughout the process.
在第二和第三年药学专业学生的课程系列中实施和评估药剂师患者护理流程（PPCP）的课程整合。五步 PPCP 在一个四学期的药物治疗课程中与入门课程讲座一起整合。从 2015 年春季开始，五步 PPCP 被提供给 129 名 P2 学生，同时在相应的课堂和研讨会活动以及评估中推出课程整合。整合侧重于开发特定于课程的讲座和研讨会材料、教师指导策略和模板以及课程评估的评估方法。通过 61 个独特的评估（12 次考试和 49 次测验）评估学生对 PPCP 的理解和利用。通过调查评估教师对 PPCP 的整合和看法。总体而言，学生在 PPCP 的最低水平上表现出最多的理解：分别为收集和实施部分的 83.6%和 82.2%，而规划（78.0%）和随访（76.0%）的较高水平部分。大约在实施后 6 个月评估教师在课程材料中对 PPCP 的理解、整合和利用。22 名教师（课程讲师的 96%）参加了调查。18 名（82%）已经修改了教学材料以纳入 PPCP，其中 89%的人同意/强烈同意他们对 PPCP 有清晰的理解。像在多个课程中整合 PPCP 这样成功的课程改革需要多方面的方法。开发教师模板并通过各种方法提供支持对于确保整个课程的一致性和全面整合是必要的。此外，应该评估学生的表现和实现预期结果，以指导课程评估和整个过程中的持续质量改进。
