Tetenbaum-Novatt Jaclyn E, Lonie John M, Elkowitz David E, Frey Kathleen M
Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, 75 DeKalb Avenue, Brooklyn, NY 11201, United States.
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY 11549, United States; Department of Pathology and Laboratory Medicine, Northwell Health, 500 Hofstra University, Hempstead, NY 11549, United States.
Curr Pharm Teach Learn. 2018 Nov;10(11):1529-1540. doi: 10.1016/j.cptl.2018.08.015. Epub 2018 Aug 24.
This project investigates the use of pharmacy student metacognitive learning in a laboratory-based science research advanced pharmacy practice experience (APPE).
We describe a five-week research APPE. This course is separated into two parts which run simultaneously. In part 1, students read and discuss papers from primary literature to learn the context of the project and the theory behind each laboratory procedure. In part 2, students perform experiments in the laboratory that contribute to the primary investigator's (PI's) ongoing research project and relate directly to the readings from part 1. Metacognitive processes allow students to better understand and evaluate the primary literature and to connect that information with the hands-on experiments being performed.
Currently, this APPE has run five times with a total of eight students. Student learning was assessed by several written and oral assignments graded with rubrics. Students' perceptions of their own learning and metacognitive development following the course was assessed using a survey.
This APPE seems to be a useful experience for both faculty and students. Students obtain laboratory and metacognitive skill development, while the collaborating laboratory is supplied with material required for further experiments. Importantly, the APPE preceptor is not the PI, so the preceptor is able to focus on the learning skills (both metacognition and hands-on) portion of the APPE.
本项目调查药学专业学生在基于实验室的科学研究高级药学实践经验（APPE）中对元认知学习的运用。
我们描述了一个为期五周的研究性APPE。本课程分为两个同时进行的部分。在第一部分中，学生阅读并讨论来自原始文献的论文，以了解项目背景和每个实验室程序背后的理论。在第二部分中，学生在实验室进行实验，这些实验有助于主要研究者（PI）正在进行的研究项目，并与第一部分的阅读内容直接相关。元认知过程使学生能够更好地理解和评估原始文献，并将这些信息与正在进行的实践实验联系起来。
目前，这个APPE已经进行了五次，共有八名学生参与。通过几个使用评分标准评分的书面和口头作业来评估学生的学习情况。使用一项调查来评估学生在课程结束后对自己学习和元认知发展的看法。
这个APPE对教师和学生似乎都是一次有益的经历。学生获得了实验室和元认知技能的发展，同时合作实验室获得了进一步实验所需的材料。重要的是，APPE的指导教师不是PI，因此指导教师能够专注于APPE的学习技能（元认知和实践）部分。
