Southern Illinois University at Edwardsville School of Pharmacy, 200 University Park Dr., Edwardsville, IL 62025, United States of America.
HSHS St. John's Hospital, 800 East Carpenter St, Springfield, IL 62769, United States of America.
Curr Pharm Teach Learn. 2024 Aug;16(8):102092. doi: 10.1016/j.cptl.2024.04.008. Epub 2024 Apr 26.
Transitioning from the didactic to experiential setting is challenging for student pharmacists, perhaps due to lack of experiences providing "real-time" clinician interaction. We describe findings from a semester-long infectious diseases (ID) didactic elective that utilized a national cohort of preceptors and faculty across the United States to mimic clinician interaction and "real-time" ID management of various disease states. The mechanics of this elective provide a framework for others to implement to enhance advanced pharmacy practice experience (APPE) readiness.
Students enrolled in an ID elective course at a school of pharmacy participated in "real-time" acute care scenarios. They assisted in multidisciplinary management of a patient's infection, mimicking "rounds" on an APPE, via interaction with external pharmacist volunteers (playing the roles of other healthcare personnel). Additionally, students formally presented and discussed their cases within the class, further promoting learning while optimizing presentation skills. Pharmacist volunteers were surveyed to assess student performances as measured by four entrustable professional activities (EPAs).
A total of 48 volunteer opportunities occurred during two course offerings. Results from 43 surveys were analyzed (90% response rate). Of those responses, 22/24 (92%) played the role of attending physician, and 19/24 (79%) played the role of technician. Volunteers agreed that students met the four EPAs evaluated (agreement was 85-100%).
This semester-long elective provided "real-time" experience and feedback for pre-APPE students to enhance APPE readiness and reinforce EPAs. Students are likely to benefit from mimicked intra-professional interaction and augmented critical thinking skills that could be adapted to various disease states within pharmacy curricula.
对于学生药剂师来说，从说教式的学习环境过渡到体验式的学习环境具有挑战性，这可能是因为他们缺乏提供“实时”临床医生互动的经验。我们描述了一项为期一个学期的传染病（ID）理论选修课程的发现，该课程利用了美国全国各地的导师和教师组成的全国性学员群体，以模拟临床医生的互动和各种疾病状态的“实时”ID 管理。该选修课程的机制为其他人实施提供了一个框架，以增强高级药学实践经验（APPE）的准备。
在药学学校参加 ID 选修课程的学生参与了“实时”急性护理场景。他们通过与外部药剂师志愿者（扮演其他医疗保健人员的角色）互动，协助对患者感染进行多学科管理，模拟 APPE 上的“查房”。此外，学生还在课堂上正式介绍和讨论他们的病例，进一步促进学习，同时优化演讲技巧。对药剂师志愿者进行了调查，以评估学生的表现，评估标准为四项可委托的专业活动（EPAs）。
在两次课程中总共提供了 48 个志愿者机会。分析了 43 份调查的结果（响应率为 90%）。在这些答复中，22/24（92%）人扮演主治医生的角色，19/24（79%）人扮演技术员的角色。志愿者们认为学生满足了评估的四项 EPA（同意率为 85-100%）。
这个为期一个学期的选修课程为预 APPE 学生提供了“实时”体验和反馈，以增强 APPE 准备并强化 EPA。学生可能会受益于模仿内部专业互动和增强批判性思维技能，这些技能可以适应药学课程中的各种疾病状态。
