Implementation of a distance‐based clinical capstone course to improve practice‐related confidence and experiential readiness in global Pharm.D. candidates

Abstract

Introduction Clinical capstone courses may improve skill sets across health care education. Effective implementation of a distance‐based clinical capstone course for practicing pharmacists across the globe has not been described. Objectives To evaluate whether a distance‐based clinical capstone course improves student confidence in key domains related to success on experiential rotations. Methods This was an educational cohort study with surveys at baseline, throughout the course, and after completion of advanced pharmacy practice experiences (APPEs). The distance‐based clinical capstone incorporated longitudinal case discussions, standardized patient interviews, drug information questions, increasingly complex case scenarios, and student‐driven learning. The primary outcome was the improvement in student confidence in critical thinking, evaluation and application of literature, clinical decision‐making, problem‐solving, and preparedness for APPEs. Student surveys (Likert scale) were conducted at baseline, midpoint, and course completion for the primary outcome. Key secondary outcomes included academic performance on student‐driven cases and performance compared with the face‐to‐face capstone course. Results Across 2 years, the course enrolled 46 students from 14 countries with a mean practice experience of 17 years. Compared with baseline, both midpoint and postcourse surveys revealed significant (P < .05) improvements in confidence regarding critical thinking, evaluation and application of literature, clinical decision‐making, problem‐solving, and preparedness for APPEs, which were maintained after completion of at least one APPE. Academic performance on student‐driven cases was not significantly different from faculty‐facilitated cases (88.6% vs 89.6%; P = .14) and overall performance was not significantly different between face‐to‐face and online iterations of the course (87% vs 88%; P = .52). Conclusions Implementation of a distance‐based clinical capstone course was effective in improving perceived student confidence in domains related to preparedness for experiential rotations and clinical practice.

Digital literacy in undergraduate pharmacy education: a scoping review

“…Learning content was delivered solely via online methods in 2 studies. 50 , 69 One study used online modules covering digital literacy topics, including EHRs, telemedicine, and CDSSs. 69 The online course significantly improved students’ knowledge, attitudes, and confidence in HI and student experience was positive.…”

“… 69 Another study integrated an EHR system into an online pharmacotherapy course where students practiced the pharmacist’s patient care process. 50 The majority (60% [ n = 15]) of students reported positive perceptions of this approach, recognizing its value in data collection, therapy assessment, plan development, monitoring/follow-up, and better preparation for experiential rotations involving EHR systems. 50 …”

“… 50 The majority (60% [ n = 15]) of students reported positive perceptions of this approach, recognizing its value in data collection, therapy assessment, plan development, monitoring/follow-up, and better preparation for experiential rotations involving EHR systems. 50 …”

Predicting the Success of International Pharmacists in a Distance-Based US Doctor of Pharmacy (PharmD) Program: Results from a 5-Year Cohort

“…As the program is designed to be flexible, time from program admission to completion spans 3 to 6 years. Prior publications have detailed success in tailoring educational methodologies to learning outcomes in this program [ 8 , 9 ].…”