Development and evaluation of an elective course that incorporates a standard medication therapy management certificate program

Melody, Karleen; Harris, Elizabeth; Grover, Anisha B.

doi:10.1016/j.cptl.2018.05.008

Cited by 6 publications

(5 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Examples of metrics that were used to study the academic performance were average final course scores, 20,[25][26][27] a range of final course scores, 28,29 , average student scores on various course assessments such as examinations, 20-22, 24-26, 30, 31 quizzes, 20,23,32,33 or other assignments. 20,26,27,33,34 In a few cases where the course intervention was limited to a certain part of the course the metric used to assess academic performance was not the entire assessment but the score on a group of questions that were related to the intervention. 19,23,30 Final course letter grades 20,21,25 and the number or percentage of students who passed or failed examinations 21,22,31 were also used as metrics for academic performance.…”

Section: Resultsmentioning

confidence: 99%

“…12,15,16 Frequently, the description of survey results included the survey questions and student responses. 12,15,18,23,27,[31][32][33][34][38][39][40][41][42][43][44] Depending on the research question there may be a need to administer a pre-and a postsurvey. This may be particularly important when the survey measures changes from a baseline prior to the intervention.…”

Section: Resultsmentioning

confidence: 99%

“…Some of the studies in Table 3 that included survey administration collected basic demographic information such as the respondents' age and/or gender. 27,28,30,31,38,41,42,46 Several studies asked about past experiences related to the intervention, 27,30,32,33,41,42 such as prior participation in a course that may have provided background information to the students. 46,47 An advantage of a report regarding demographics 3 is that it enables a better understanding regarding the generalizability of the study, 5 in particular when studies regarding a course intervention by nature almost always describe a course in one institution, with only one exception in the articles that we analyzed.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

An Integrative Review of Approaches Used to Assess Course Interventions

Klausner

Persky

2023

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

The objectives of the review are to (1) describe the utility of approaches used for the assessment of course interventions in pharmacy education; and (2) provide recommendations that may guide faculty members in their future scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions. Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Current in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative-and qualitative methods, pre-and post-test, and learning analytics. Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts, are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre-and a post-test. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of a course intervention.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

An Integrative Review of Approaches Used to Assess Course Interventions

Klausner

Persky

2023

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…To our knowledge, this is the first study in which medication review competency is self-assessed by undergraduate pharmacy students using nationally defined competencies as a reference. Previous studies in relation to this topic come mostly from the United States and have focused on assessing the impact of single medication review-related courses on students’ competency [ 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ]. Instead of concentrating on one course, our study focused on the competencies fostered in a 3-year pharmacy curriculum that was recently reformed, with one of the added learning outcomes targeting medication reviews.…”

Section: Discussionmentioning

confidence: 99%

Developing Medication Review Competency in Undergraduate Pharmacy Training: A Self-Assessment by Third-Year Students

Westerholm

Leiman

Kiiski

et al. 2023

IJERPH

View full text Add to dashboard Cite

Pharmacists are increasingly involved in medication history taking, medication reconciliation, and review in their daily practice. The objectives of this study were to investigate third-year pharmacy students’ self-assessed competency in medication reviews and gather their feedback for further development of medication review training in their curriculum. The study was conducted as a self-assessment of third-year pharmacy students at the completion of their second three-month internship period in a community pharmacy in 2017–2018. The students were assigned to review medications of a real patient under the supervision of a medication review accredited pharmacist during their internship. The self-assessment was carried out via an e-form, which was created for this study. Recently established national medication review competence recommendations for pharmacists were used as a reference. Students (n = 95, participation rate: 93%) self-assessed their competency as good or very good in 91% (n = 28) of the competency areas listed in the self-assessment. The highest proportion of competencies that were self-assessed as good or very good included using medication risk management databases and evaluating the clinical importance of the information (97%, n = 92). The lowest proportion of competencies was found in applying clinical information from the key laboratory tests to patient care and knowing which laboratory tests are most important to monitor in each condition and medication (36%, n = 34). The students suggested that their pharmacy education should contain more medication review assignments as group work and that an elective course on medication reviews should be compulsory for all pharmacy students.

show abstract

“…These four papers tested the use of feedback in three different areas: improving CPR skills development [14]; subjective, objective, assessment, and plan (SOAP) note writing [15]; and student performance on verbal competency and patient counseling and interviewing assessments [16,17]. The other studies' feedback focus areas were patient communication including counseling and other simulated patient interactions [18][19][20][21][22]; patient work up including SOAP notes [18,[23][24][25][26][27][28] or oral case presentations and care plans [26,[29][30][31]; and other topics such as evidence appraisal and research skills [32,33]; self-assessments [34]; disease information [35]; pharmacy calculations [36]; and pharmacology experiments [37]. Eleven of the 12 major theory talk articles assessed the impact of feedback on student learning.…”

Section: Didactic Studiesmentioning

confidence: 99%

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

View full text Add to dashboard Cite

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

show abstract

Development and evaluation of an elective course that incorporates a standard medication therapy management certificate program

Cited by 6 publications

References 19 publications

An Integrative Review of Approaches Used to Assess Course Interventions

An Integrative Review of Approaches Used to Assess Course Interventions

Developing Medication Review Competency in Undergraduate Pharmacy Training: A Self-Assessment by Third-Year Students

Feedback for Learning in Pharmacy Education: A Scoping Review

Contact Info

Product

Resources

About