Evaluation of a Newly Established Layered Learning Model in an Ambulatory Care Practice Setting

How to Incorporate the Experiential Student Pharmacist Into the Pediatric Practice Setting

“…An LLPM involving APPE and IPPE students in a Veterans Affairs ambulatory care setting found that near-peer teaching prepared the IPPE students for APPEs. 11 It also increased the practice readiness of the APPE students. The preceptor was able to accommodate multiple IPPE and APPE students simultaneously at the pharmacy practice site with adequate supervision.…”

Striving for excellence in experiential education

“…Given their recent experience as students themselves, residents are often seen as “near‐peers” by students, which can be leveraged in a shared preceptorship model 42 . The LLPM has successfully been implemented in ambulatory, acute, and critical care settings, increasing the quantity and quality of direct patient care services provided 40,43‐46 . The LLPM may be helpful in the need to precept a growing number of learners without negatively affecting the learning experience 43,44 .…”

“…The LLPM may be helpful in the need to precept a growing number of learners without negatively affecting the learning experience 43,44 . Potential benefits of the LLPM include establishing meaningful learning experiences, increasing preceptor efficiency and effectiveness, expanding pharmacist patient care services, developing learners as members of a practice community, and improving practice readiness 41,45,47,48 . Best practices for an effective LLPM include the following key characteristics: shared leadership between the C/SOP and the health system; a systematic approach to prioritizing practice needs; good communication between all parties involved in the LLPM; adequate resources to support the model; commitment by both the school and the health system; and ongoing evaluation and program improvement 41 …”

Learning with and from Peers in Clinical Education

“…The concept of peer continuity has emerged relatively recently and harnesses educational theories such as learning communities, social cognitive theory, social comparison theory, and communities of practice (see below; Chou and Teherani 2017).The concept of learning communities, i.e., groups of students who share interests and learning experiences over time, can be applied to clinical education contexts. Through these learning communities, health professional education programs have successfully addressed student well-being, perception of the learning environment, clinical skills instruction, professionalism, advising, and mentoring (Ferguson et al 2009;Kasper and Brownfield 2018;Collins and Mowder-Tinney 2012). Traditionally, students may be allocated individually to a placement site or organizational unit, corresponding with a decrease in well-being, empathy, and patient-centered behaviors (Chou et al 2011).…”