University of North Texas System College of Pharmacy, Fort Worth, Texas.
Am J Pharm Educ. 2018 Nov;82(9):6762. doi: 10.5688/ajpe6762.
To describe a successful remediation for an Acute Care Medicine advanced pharmacy practice experience (APPE) in a student with multiple learning deficits. A literature review of pharmacy and medical experiential remediation was conducted to identify best practices to implement prior to designing the remediation for our student case. Based on this search and experience as preceptors, a three-phase remediation was designed: one week for assessment, two weeks for development of learning skills and strategies and six weeks for an on-campus APPE. Success of the remediation was determined by student performance, as defined by the APPE preceptor, in all relevant 2013 Center for the Advancement of Pharmacy Education (CAPE) educational outcomes. Baseline assessment indicated that the student was below minimal competency in six of 13 relevant 2013 CAPE educational outcomes. Upon completion of the three-part remediation, the student repeated the Acute Care Medicine APPE, achieving better than minimal competency in all 13 outcomes. The student demonstrated significant improvement in nine of 13 CAPE educational outcomes. This student case provides a novel and successful blueprint for remediation of APPE. However, more evidence-based literature is needed to guide educators in experiential remediation.
描述一名有多种学习障碍的学生在急症医学高级药学实践经验 (APPE) 中成功补救的情况。对药学和医学体验补救进行了文献回顾，以确定在为我们的学生案例设计补救措施之前实施的最佳实践。基于该搜索和作为导师的经验，设计了三个阶段的补救措施：一周评估、两周学习技能和策略的发展以及六周在校内 APPE。补救的成功与否取决于学生的表现，由 APPE 导师根据所有相关的 2013 年药剂教育促进中心 (CAPE) 教育成果来定义。基线评估表明，该学生在 13 项相关 2013 年 CAPE 教育成果中有 6 项低于最低能力水平。在完成三部分补救措施后，该学生重复了急症医学 APPE，在所有 13 项成果中都取得了高于最低能力的成绩。该学生在 13 项 CAPE 教育成果中有 9 项取得了显著进步。这个学生案例为 APPE 的补救提供了一个新颖而成功的蓝图。然而，需要更多基于证据的文献来指导教育工作者进行体验式补救。
