Rutgers University, Ernest Mario School of Pharmacy, Piscataway, New Jersey.
University of Illinois at Chicago, College of Pharmacy, Chicago, Illinois.
Am J Pharm Educ. 2021 Aug;85(7):8455. doi: 10.5688/ajpe8455. Epub 2021 May 11.
In accordance with the Americans with Disabilities Act of 1990 and the Accreditation Council for Pharmacy Education Standards 2016, schools and colleges are required to provide reasonable disability-related accommodations for eligible students enrolled in a Doctor of Pharmacy (PharmD) program. Strategies for providing reasonable and effective accommodations in didactic classrooms have been well defined. In contrast, PharmD programs often grapple with supporting learners requiring disability-related accommodations during skills-based laboratory and experiential learning performance assessments. A process that supports individualized accommodation planning, spans the breadth of the curriculum, aligns with course-level goals and learning objectives, and supports achievement of the 2013 Center for the Advancement of Pharmacy Education Educational Outcomes at the PharmD program level is essential to a student's successful academic progression. This commentary discusses challenges that arise when developing accommodation plans in patient-care skills laboratories and offers methods for bridging skills-based accommodation needs to experiential settings, while managing accommodations in an ever-evolving practice landscape.
根据 1990 年《美国残疾人法案》和 2016 年药剂学教育认证委员会标准，学校和学院必须为注册药学博士（PharmD）课程的合格学生提供合理的与残疾相关的住宿。在理论课堂中提供合理有效的住宿的策略已经得到了很好的定义。相比之下，PharmD 课程在支持需要残疾相关住宿的学习者进行基于技能的实验室和实践学习绩效评估方面经常面临困难。一个支持个性化住宿计划的过程，涵盖课程的广度，与课程级别的目标和学习目标保持一致，并支持实现 2013 年药剂教育促进中心在 PharmD 课程层面的教育成果，对于学生的成功学业进展至关重要。本评论讨论了在患者护理技能实验室中制定住宿计划时出现的挑战，并提供了将技能基础住宿需求与实践环境联系起来的方法，同时在不断发展的实践环境中管理住宿。
