Developing Self-Directed Learners

Robinson, Jennifer D.; Persky, Adam M.

doi:10.5688/ajpe847512

Cited by 128 publications

(90 citation statements)

References 28 publications

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“…Self-regulatory knowledge is needed to continuously reflect on the differences between both types of knowledge and to help in transforming theoretical knowledge into practical applications and to conceptualize practical experiences in terms of underlying concepts (Figure 1; see also ref. [11]). Several studies have described design principles for study programs that foster the development of self-directed and self-regulated learning at the boundary between higher education and work [12,13].…”

Section: Introductionmentioning

confidence: 99%

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

et al. 2020

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In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.

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Section: Introductionmentioning

confidence: 99%

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

et al. 2020

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“…Self-directed learning: the direction of the learning process is gradually shifted from teacher to student, from more traditional forms of teaching to methods that stimulate students to take responsibility for their own learning process [ 24 ]. At the beginning of year 1, we strongly guide our students in the educational activities followed by a summative assessment.…”

Section: General Educational Principles For Our Curriculum Designmentioning

confidence: 99%

Design of a Pharmacy Curriculum on Patient Centered Communication Skills

et al. 2021

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For delivering high quality pharmaceutical care pharmacy students need to develop the competences for patient centered communication. The aim of the article is to describe how a curriculum on patient centered communication can be designed for a pharmacy program. General educational principles for curriculum design are based on the theories of constructive alignment, self-directed learning and the self-determination theory. Other principles are paying systematic and explicit attention to skills development, learning skills in the context of the pharmacy practice and using a well-balanced system for the assessment of students’ performance. Effective educational methods for teaching communication skills are small group training sessions preferably with (simulation) patients, preceded by lectures or e-learning modules. For (formative or summative) assessment different methods can be used. The Objective Structured Clinical Exam (OSCE) is preferred for summative assessment of communication competence. The principles and educational methods are illustrated with examples from the curriculum of the master Pharmacy program of Utrecht University (The Netherlands). The topics ‘pharmaceutical consultations on prescription medicine,’ ‘pharmaceutical consultations on self-care medication’ and ‘clinical medication reviews’ are described in detail. Finally, lessons learned are shared.

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“…Essential elements of successful remediation include early identification of performance deficits, coupled with strategies to improve student learning 3‐5 . Remedial efforts are optimized when the components are specific to the learner and the learner has been provided choice in aspects of the remediation plan, which may serve to motivate the learner 6‐10 . Further, ACPE Standard 4.1 dictates that students develop self‐awareness, in which “the graduate is able to examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.” 1 By employing metacognition, or “thinking about one's thinking,” and learning to think like a pharmacist 11,12 and apply reflective practices, 13,14 students can advance their self‐awareness through the development of self‐assessment strategies to acknowledge deficiencies and devise plans for improvement 15 …”

Section: 3 2 1mentioning

confidence: 99%

“…This approach follows the pedagogy of the self‐directed learning process, in which the learner discerns the intended goals, determines the necessary courses of action and timeline for completion, and identifies appropriate resources to accomplish the specified goals. By focusing on this process of self‐assessment during the APPEs, students would gain experience in developing essential professional skills upon which to apply throughout the duration of APPEs and to scaffold once they graduate and become independent practitioners 7,29,30 . In addition, an intended consequence of the ESP initiative was that improvements in an individual student's competency would also lead to that student's ability to improve patient care, as the majority of APPEs and associated competencies do focus on patient care activities, 1 and it is widely documented that APPE students advance patient care in the clinical, economic, and humanistic realms 31…”

Section: 3 2 1mentioning

confidence: 99%

Exploring the impact of engaging student pharmacists in developing individualized experiential success plans

Briceland

Caimano

Rosa

et al. 2020

J Am Coll Clin Pharm

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IntroductionEstablishing remediation policies in experiential settings poses many challenges. We endeavored to create a customizable Advanced Pharmacy Practice Experiences (APPE) Experiential Success Plan (ESP) initiative in which students engage in self‐assessment of preceptor‐identified performance deficiencies, develop actionable improvement plans, and apply critical reflection. This approach incorporates a self‐directed learning process pedagogy and provides APPE students valuable experience in developing essential self‐awareness skills upon which to scaffold.ObjectivesThe purpose of this evaluation was to describe the outcomes of our ESP initiative and to determine if student‐created ESPs were successful in reducing the need for future ESPs, as compared with a Pre‐ESP cohort.MethodsAn ESP policy was created in which preceptors identified performance deficiencies at final APPE evaluation, and students became eligible for an ESP if they received at least two “needs improvement” or at least one “significant deficiency” competency ratings. Pre‐ESP and With ESP data were compared to determine if ESP reduced the need for repeat ESPs. Outcome data was collected to describe APPE rotation classifications, competency domains of identified deficiencies, and grades of students on an ESP. Reflections were rubric assessed for criticality.ResultsPreceptors identified 5.4 performance deficiencies per APPE from all rotation types (most commonly inpatient), and over half derived from the Pharmacists' Patient Care Process competency domain. Of students eligible for ESP, 78% required just the one ESP to self‐correct their deficiencies. Students eligible for multiple ESPs declined from 26% Pre‐ESP to 22% With ESP.ConclusionsThe ESP initiative enabled students to address preceptor‐identified APPE performance deficiencies derived from all rotation types and competency domains. By requiring student self‐engagement in creating ESPs, students gained self‐awareness and self‐directed lifelong learning skills. A majority of students (78%) can self‐correct APPE performance deficiencies with one ESP. For those that required multiple ESPs, further remedial strategies are necessary to adequately address noted deficiencies.

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Developing Self-Directed Learners

Cited by 128 publications

References 28 publications

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

Design of a Pharmacy Curriculum on Patient Centered Communication Skills

Exploring the impact of engaging student pharmacists in developing individualized experiential success plans

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