University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina.
University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
Am J Pharm Educ. 2021 Feb;85(2):8170. doi: 10.5688/ajpe8170. Epub 2020 Nov 13.
To investigate the effectiveness of using problem-solving and worked examples in teaching clinical note writing to Doctor of Pharmacy students. First year student pharmacists who were recruited to participate in the study first studied a worked example on generating a clinical note from a written patient case. Participants were then randomized either to study another worked example or to practice writing a clinical note from a written patient case. Embedded in each condition was problem variability (ie, participants encountered either a similar disease state as that in the initial worked example or a different disease state). The primary outcome was the combined performance on writing two clinical notes. Secondary outcomes included quiz performance on knowledge of the components of a clinical note and ability to transfer writing skills to a novel disease state. Seventy-nine students completed the study. Participants who studied a worked example followed by problem-solving (WE-PS) practice performed better than participants who studied two worked examples (WE-WE) on clinical note writing. However, there was no difference in their respective knowledge as determined by quiz performance. Both worked examples and problem-solving facilitated students' learning of the basic knowledge of clinical note writing. However, only problem-solving improved student pharmacists' ability to apply that knowledge. While there were significant improvements in student pharmacists' knowledge of the basics of clinical note writing, it is unclear how worked examples or problem-solving influence the clinical decision-making skills needed to write a clinical note.
调查使用问题解决和范例教学法在药学博士学生临床笔记写作教学中的效果。首先，招募参与研究的一年级药剂师学生首先研究了从书面患者病例中生成临床笔记的范例。然后，参与者被随机分配到研究另一个范例或从书面患者病例中练习写临床笔记。在每种情况下都嵌入了问题变异性（即，参与者遇到的疾病状态与初始范例中的相似或不同）。主要结果是写两份临床笔记的综合表现。次要结果包括临床笔记成分知识测验成绩和将写作技能转移到新疾病状态的能力。79 名学生完成了研究。与学习两个范例（WE-WE）相比，先学习范例后解决问题（WE-PS）的参与者在临床笔记写作方面表现更好。然而，测验成绩并没有显示出他们在知识方面有任何差异。范例和问题解决都促进了学生对临床笔记写作基础知识的学习。然而，只有问题解决提高了药剂师学生将知识应用于临床的能力。虽然学生药剂师对临床笔记写作基础知识的了解有了显著提高，但尚不清楚范例或问题解决如何影响撰写临床笔记所需的临床决策技能。
