The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
Curr Pharm Teach Learn. 2024 Sep;16(9):102121. doi: 10.1016/j.cptl.2024.102121. Epub 2024 Jun 11.
Near-peer teaching is an innovative approach to teaching the skills of supervising and precepting while benefiting students with different levels of experience and academic training. This study describes near-peer activities in skills-based laboratory courses that provided opportunities for one-on-one teaching to benefit learners in the introductory lab courses while simultaneously training more advanced students for future supervisory and precepting roles.
EDUCATIONAL ACTIVITY & SETTING: Three community pharmacy near-peer teaching simulations were designed and implemented: 1) Patient Counseling and Medication Adherence, 2) Dispensing and Patient Counseling, and 3) Drug Utilization Review and Prescriber Calls. These activities took place over two semesters of a pharmacy skills lab with all first- and third-year Doctor of Pharmacy students.
In Autumn 2019, 80% (111/139) of P1s and 67% (80/119) of P3s responded to the course evaluation survey. In Spring 2020, 73% (100/137) of P1s and 68% (80/118) of P3s responded to the course evaluation survey. The P3s reported increased confidence in their ability to provide meaningful feedback, while P1s reported increased confidence in communicating with patients and healthcare providers. Performance data revealed that most P1s and P3s completed dispensing and communication activities accurately using a near-peer approach. Overall, the P1s and P3s felt the activities were valuable learning experiences.
The near-peer activities described in this study fill a gap in the training of pharmacy graduates for future precepting and supervisory roles. Evaluation of these near-peer activities suggest that both junior and senior learners benefit from simulated preceptor-intern interactions, supporting this innovative approach to address supervisory and precepting responsibilities.
同伴教学是一种创新的教学方法，可在使具有不同经验和学术背景的学生受益的同时，教授监督和指导技能。本研究描述了技能实验室课程中的同伴活动，这些活动提供了一对一教学的机会，使初学者实验室课程的学习者受益，同时也为未来的监督和指导角色培训更高级的学生。
设计并实施了三个社区药房同伴教学模拟：1）患者咨询和药物依从性，2）配药和患者咨询，3）药物利用审查和处方者电话咨询。这些活动在两个药学技能实验室学期中进行，所有第一年和第三年的药学博士学生都参加了这些活动。
2019 年秋季，80%（111/139）的 P1 学生和 67%（80/119）的 P3 学生对课程评估调查做出了回应。2020 年春季，73%（100/137）的 P1 学生和 68%（80/118）的 P3 学生对课程评估调查做出了回应。P3 学生报告说，他们在提供有意义的反馈方面的信心增强了，而 P1 学生则报告说，他们在与患者和医疗保健提供者沟通方面的信心增强了。表现数据显示，大多数 P1 学生和 P3 学生使用同伴方法准确地完成了配药和沟通活动。总体而言，P1 学生和 P3 学生认为这些活动是有价值的学习体验。
本研究中描述的同伴活动填补了药学毕业生未来指导和监督角色培训的空白。对这些同伴活动的评估表明，初级和高级学习者都从模拟导师-实习生互动中受益，这支持了这种创新方法来解决监督和指导职责。
