University of Wisconsin-Madison School of Pharmacy, 777 Highland Ave, Madison, WI 53705, United States.
William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
Curr Pharm Teach Learn. 2021 Aug;13(8):982-991. doi: 10.1016/j.cptl.2021.06.005. Epub 2021 Jul 3.
As healthcare continues to become more complex, pharmacist innovators have worked to advance the profession and expand the role of the pharmacist on the healthcare team. Accreditation standards for schools of pharmacy recognize the importance of developing future pharmacist innovators capable of making positive change in the profession, but there are limited resources available on how to best instill innovative thinking in student pharmacists.
A two-semester elective course sequence was created for third-year doctor of pharmacy students requiring completion of a longitudinal quality improvement project at a partnering health system. Students collaborated with key stakeholders to design a project plan and charter, identify deliverables, and deliver project results. Innovative thinking was assessed using a mixed methods approach including questionnaires with forced choice and open response items, focus group data, and semi-structured interviews. Each questionnaire item mapped specifically to an element of a validated model for employee innovation. From the beginning to the end of the course sequence, there were significant improvements in student-perceived project management self-efficacy and innovative thinking.
Student learning outcomes and the course structure mapped closely with a validated model of innovative behavior, demonstrating the effectiveness of utilizing project management to instill innovative thinking in student pharmacists. These findings support the concept that innovative thinking can be taught in pharmacy didactic curricula by situating students in the environment of real-world pharmacy practice.
随着医疗保健行业变得越来越复杂，药剂师创新者一直在努力推动该行业的发展，并扩大药剂师在医疗团队中的作用。药学院的认证标准认识到培养未来有能力在该行业做出积极改变的药剂师创新者的重要性，但在如何最好地向药剂学专业的学生灌输创新思维方面，资源有限。
为三年级药学博士学生开设了一门为期两个学期的选修课程，要求在合作医疗系统完成一项纵向质量改进项目。学生与主要利益相关者合作，设计项目计划和章程，确定可交付成果，并交付项目成果。使用混合方法评估创新思维，包括带有强制选择和开放式回答项的问卷、焦点小组数据和半结构化访谈。每个问卷项目都专门针对员工创新的有效模型的一个要素进行映射。从课程开始到结束，学生对项目管理自我效能和创新思维的感知都有显著提高。
学生的学习成果和课程结构与创新行为的有效模型密切相关，这表明利用项目管理向药剂学专业的学生灌输创新思维是有效的。这些发现支持了这样一种观点，即在药学理论课程中，可以通过将学生置身于实际药学实践环境中，教授创新思维。
