Developing Lifelong Learning Skills: Using a Traffic Light Report to Promote Competency Standards and Self-Assessment Among Pharmacy Undergraduates

Nash, Rosie; Chalmers, Leanne; Stupans, Ieva; Brown, Natalie

doi:10.1007/978-3-030-01096-6_10

Cited by 6 publications

(20 citation statements)

References 44 publications

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“…To date, no researcher reported the successful implementation of an LLL targeted program utilizing the CPD model in programs outside the US. Dyke JE et al reported poor outcomes of the program at a UK based university; in addition, in an Australian university, although an improvement of students skills was noticed, poor student acceptance of the TLR was reported [19,18], in contrast to the current study. The introduction of the CPD simulation in an advance year coupled with experiential practices is contrary to Dyke JE et al's course, which was administered to rst year students, and this may explain the success of the program in North Cyprus.…”

Section: Discussioncontrasting

confidence: 86%

“…In the proposed model, students are introduced to CPD through CPD lectures and training in the early years and are then requested to submit a CPD plan and updated portfolio routinely until graduation [15]. Few studies reported implementing such a longitudinal program in pharmacy schools, namely, the Roseman University College of Pharmacy (RUCOP) longitudinal CPD program for a cohort of PharmD students in the US [17] and the tra c light report (TLR) program implemented within a Bachelor's of Science (BSc) in pharmacy curricula as an elective course in an Australian university [18].…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The TLR was a two semester program designed to provide students with a form of sustainable assessment drawn on two facets of CPD, speci cally, self-assessment and the national competence standards, both of which are essential to a pharmacists' LLL [18]. The program was reported to provide pharmacy students with an opportunity to practice self-assessment skills, though poor student acceptance of the TLR was reported [18]. An earlier study at the University of Central Lancashire in the UK also reported poor outcomes when introducing a CPD activity similar to that for pharmacists in a master of pharmacy (M.pharm) degree program [19].…”

Section: Introductionmentioning

confidence: 99%

“…Conversely, the situation were no or poor programs are adopted to develop LLL and CPD associated skills is also present in schools. This may further explain why implementing CPD programs is challenging outside the states [18].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Preparing Lifelong Learners for Delivering Pharmaceutical Care in an Ever-Changing World: A Study of Pharmacy Students

Khamis

Abdi

Başgut

2020

Preprint

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Background Continuing professional development (CPD) continues to gain acceptance as a model for health care professionals to engage in lifelong learning (LLL). Whilst many pharmacy schools have not adopted yet specific programs targeting the development of LLL skills though it’s widely accepted as an essential competence. This paper examines the effectiveness and utility of a longitudinal CPD training program introduced to last year master of pharmacy students.Methods A CPD simulation course was introduced to a cohort of fifth year students in Northern Cyprus in the 2018–2019 academic year. The program was delivered as an interactive orientation course in one semester; meanwhile, in the second semester, the students applied the CPD cycle and filled their portfolios during their final experiential practice. A mixed-methods approach was used to evaluate the outcomes using students’ preparedness for lifelong learning (SPLLL) self-administered questionnaire delivered pre-post program, focus group sessions for students to reflect on the course experience, and instructors’ evaluations of portfolios.Results Following the implementation of the course, students’ assessment scores were significantly higher overall (166.2 ± 15.2 vs 212.78 ± 27.1) and for all scale domains, including “knowledge (40.85 ± 6.55 vs 60.8 ± 8.89), skills (44.2 ± 6.53 vs 51 ± 6.04), attitude (49.44 ± 6 vs 54.4 ± 6.7) and practice (31.67 ± 4.87 vs 46.56 ± 8.69)”, compared to the baseline assessment. Additionally, compared to fifth year students who responded to the second SPLLL questionnaire, the intervention group students’ assessment was significantly higher in knowledge, skills, and practice. The qualitative analysis reported high student satisfaction and achievement of the course objectives. Nineteen of the students scored high on their portfolios.Conclusion The CPD simulation course provided students with opportunities to practice and develop self-assessment and self-management skills that are all desirable for lifelong learning and prepared them for CPD.

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Section: Discussioncontrasting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Preparing Lifelong Learners for Delivering Pharmaceutical Care in an Ever-Changing World: A Study of Pharmacy Students

Khamis

Abdi

Başgut

2020

Preprint

View full text Add to dashboard Cite

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Development of Key Performance Indicators for Capturing Impact of Pharmaceutical Care in Palestinian Integrative Healthcare Facilities: A Delphi Consensus Study

Shawahna

2020

Evidence-Based Complementary and Alternative Medicine

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Background. The current study was performed to develop a consensus-based core inventory of key performance indicators (KPIs) to be used in capturing the impact of pharmaceutical care in healthcare facilities that employ integrative medicine paradigm in Palestine. Methods. A panel of healthcare professionals and risk/quality assurance managers was composed employing a judgmental sampling technique. The study tool was a questionnaire. Views and opinions of the panelists on the roles of pharmacists in caring for patients admitted to or visiting healthcare facilities that employ integrative medicine were collected using 11 statements. An initial inventory of activities and services that potentially can be used as KPIs was compiled from the literature and interviews with key contact experts in the domain. Three iterative Delphi rounds were conducted among the panelists (n = 50) to achieve formal consensus on the KPIs that should be used. The consensus-based KPIs were ordered by the scores of the panelists. Results. A total of 8 consensus-based KPIs were developed. The KPIs related to the number of problems related to medications and complementary and alternative medicine (CAM) that were resolved by pharmacists and CAM practitioners (p < 0.0001), number of patients for whom reconciliations were documented (p < 0.0001), number of patients receiving direct, comprehensive, and/or collaborative care (p < 0.0001), and number of patients for whom pharmacists and CAM practitioners were involved in implementing a therapeutic plan (p < 0.05) were rated significantly higher than the KPI (#8) related to the participation in multi-healthcare provider discussions/deliberations. Conclusions. Consensus-based KPIs that can be used in capturing the impact of evidence-based CAM and pharmaceutical care of patients in healthcare facilities that employ integrative medicine paradigm were developed. Future studies are still needed to investigate if implementing these KPIs might promote evidence-based CAM and pharmaceutical care in healthcare facilities that employ the integrative medicine paradigm.

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Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students

2020

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Background Continuing professional development (CPD) continues to gain acceptance as a model for health care professionals to engage in lifelong learning (LLL). Many pharmacy schools have not adopted yet specific programs targeting the development of LLL skills, though LLL is widely accepted as an essential competence. This paper examines the effectiveness and utility of a longitudinal CPD training program. Methods A CPD simulation course was introduced to a cohort of fifth year students in Northern Cyprus in the 2018–2019 academic year. The program was delivered as an interactive orientation course in one semester; meanwhile, in the second semester, the students applied the CPD cycle and completed their portfolios during their final experiential practice. A mixed-methods approach was used to evaluate the outcomes of the intervention using students’ preparedness for lifelong learning (SPLLL) self-administered questionnaire delivered pre-post program, focus group sessions for students to reflect on the course experience, and instructors’ evaluations of portfolios. Results Following the implementation of the course, students’ assessment scores were significantly higher overall and for all scale domains, including “knowledge, skills, attitude and practice”, compared to the baseline assessment. Additionally, compared to fifth year students who responded to the second SPLLL questionnaire, the intervention group students’ assessment was significantly higher in knowledge, skills, and practice. The qualitative analysis reported high student satisfaction and achievement of the course objectives. Nineteen of the students scored high on their portfolios. Conclusion The CPD simulation course provided students with opportunities to practice and develop self-assessment and self-management skills that are all desirable for lifelong learning and prepared them for CPD.

show abstract

Developing Lifelong Learning Skills: Using a Traffic Light Report to Promote Competency Standards and Self-Assessment Among Pharmacy Undergraduates

Cited by 6 publications

References 44 publications

Preparing Lifelong Learners for Delivering Pharmaceutical Care in an Ever-Changing World: A Study of Pharmacy Students

Preparing Lifelong Learners for Delivering Pharmaceutical Care in an Ever-Changing World: A Study of Pharmacy Students

Development of Key Performance Indicators for Capturing Impact of Pharmaceutical Care in Palestinian Integrative Healthcare Facilities: A Delphi Consensus Study

Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students

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