Progressive disclosure cases: The design and evaluation of use in multiple therapeutics courses

Howard, Meredith L.; Gaviola, Marian

doi:10.1016/j.cptl.2018.03.001

Cited by 10 publications

(11 citation statements)

References 8 publications

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“…This represents an important contribution to the literature on CBL techniques that progressively disclose case information to ensure one or more case attributes, which have been insufficiently evaluated. 6,23 According to Kirkpatrick' model, 24 outcome evaluations of educational interventions can focus on one or more levels, including reaction (perceived learning), learning (actual learning as measured by standardized tools), and behavior (behavioral changes resulting from learning). Our study represents a reaction-level evaluation as we focused on participants' views, experiences, and satisfaction to shed light into whether, how, and why the wildcard works.…”

Section: Discussionmentioning

confidence: 99%

“…Our data suggest that this novel teaching technique may be useful to promote critical thinking, clinical decision‐making, and deep learning by challenging a previous clinical approach. This represents an important contribution to the literature on CBL techniques that progressively disclose case information to ensure one or more case attributes, which have been insufficiently evaluated 6,23 …”

Section: Discussionmentioning

confidence: 99%

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Dental students’ perceptions of the wildcard as a novel teaching technique in case‐based learning

Perez

Arntson

Howey

et al. 2022

Journal of Dental Education

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Objective: Cases used in case-based learning should be realistic, relatively difficult, engaging, and educational to maximize clinical knowledge and skills. Data are needed to support the effectiveness of existing and new techniques to ensure these case attributes. The purpose of this study was to explore dental students' perceptions of the wildcard technique in case-based learning. This novel technique aims to ensure key case attributes by adding new information to the analysis of a case that challenges the initial diagnosis and/or treatment plan.Methods: Constructivism (paradigm) and interpretative description (approach) informed the study design. Participants were 21 third-and fourth-year dental students who took part in an oral pathology seminar in which the wildcard was employed. Data were collected through individual, semi-structured interviews that were digitally recorded and transcribed verbatim. Inductive, manifest thematic analysis was used to analyze the data. Several verification strategies were implemented to ensure rigor throughout data analysis.Results: Identified themes suggest that students perceived the wildcard as a new scenario that simulated clinical practice regarding settings, situations, conditions, and required skills. They also enjoyed the wildcard and found it effective in terms of knowledge acquisition, skills development, and engagement. Students valued and recommended wildcards that were challenging, authentic, and educational. Conclusions: Students positively valued the wildcard, which seems to ensure several case attributes. Learning and behavioral outcome evaluations are needed to further establish the effectiveness of the wildcard in case-based learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Dental students’ perceptions of the wildcard as a novel teaching technique in case‐based learning

Perez

Arntson

Howey

et al. 2022

Journal of Dental Education

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“…A variety of other measures have been used to evaluate the impact of various strategies for teaching the PPCP on students' knowledge, confidence, and abilities, such as Likert scale confidence survey, pre/post knowledge surveys, and structured rubrics to evaluate students' skills, among others. [7][8][9][12][13][14][15]…”

Section: Discussionmentioning

confidence: 99%

“…There are numerous examples of the PPCP being integrated into one or multiple pharmacotherapy course(s). [7][8][9][10] Other strategies described in the literature include integration as a curricular thread or within capstone experiences, experiential education, medicinal chemistry, and elective courses. [11][12][13][14][15][16][17] Sorenson and colleagues recently called for the Academy to achieve greater consistency, specificity, and intentionality to teaching the PPCP and to hold itself accountable for preparing graduates who can deliver care with fidelity.…”

Section: Introductionmentioning

confidence: 99%

Implementation strategy for teaching the pharmacists' patient care process to first year student pharmacists

Bacci

Odegard

Jefferson

et al. 2021

J Am Coll Clin Pharm

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Objectives: This study aimed to (1) name, define, and operationalize an implementation strategy utilized to teach the Pharmacists' Patient Care Process (PPCP) within a first-year pharmacy practice course series and (2) evaluate the strategy's impact on students' self-reported competence in providing the PPCP and subjective, objective, assessment, and plan (SOAP) note performance.Methods: The implementation strategy was described using the Expert Recommendations for Implementation Change (ERIC) terminology and the reporting recommendations developed by Proctor and colleagues. The implementation strategy consisted of developing educational material and conducting training via 7 in-class workshops and auditing and providing feedback via a 6-part longitudinal assignment. The validated Comprehensive Medication Management Patient Care Process Fidelity Assessment (CMM PCPFA) was adapted to the educational context and administered to students in March 2020 after completion of the course series to retrospectively assess their self-perceived change in competence in providing the PPCP. Items were aggregated at the essential function (EF) level. Mean retrospective pre and post EF scores were compared using paired sample t-tests. Students' performance on SOAP note submissions were analyzed using descriptive statistics.Results: One hundred seven students (98%) completed the adapted CMM PCPFA and were included in this analysis. The paired t tests showed a statistically significant change in students' self-reported competence for each essential function. The mean individual student score on their SOAP note was 87.6% ± 11%.Conclusions: Findings suggest the implementation strategy was successful in increasing students' perceived competence in providing the PPCP. Employing an effective implementation strategy across pharmacy curricula is key to developing competent pharmacists and consistency in patient care delivery in practice.

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“…Furthermore, spending time on developing student's critical-thinking and teaching them to think like pharmacists may be the most beneficial way to use class time and teach PPCP [8,17]. During the redesigned laboratory, students were encouraged to be as interactive as possible and given constant formative feedback to approach patient care in a systematic way.…”

Section: Discussionmentioning

confidence: 99%

Curricular Integration of the Pharmacist’s Patient Care Process (PPCP)

Chamoun¹,

Nasser²,

Kuyumjian³

et al. 2019

Preprint

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Background The Accreditation Council for Pharmacy Education (ACPE) standard 10 specifies the need to prepare students to provide patient-centered collaborative care through both the didactic and experiential pharmacy curriculum. The aim of this study is to assess the impact of a newly introduced PPCP based laboratory course on students’ perception of their preparedness to apply PPCP steps in introductory pharmacy practice experiences (IPPEs). Methods In spring of 2017, PPCP was introduced into the Pharmaceutical Care and Dispensing Laboratory course. Students’ self-perception of preparedness to apply PPCP was assessed via a survey composed of questions related to PPCP skillsets. The pre-PPCP laboratory cohort (control group) took the survey after the completion of their experiential rotations. The PPCP laboratory cohort (intervention group) took the same survey prior to taking the course, at the end of the course and then following the completion of their IPPEs. The Pearson’s and McNemar Chi-square tests were used for statistical analysis. Results The findings indicate that the PPCP based laboratory significantly improved students’ perception of their preparedness to apply a standardized pharmacist care process to verify prescriptions, to collect relevant patient information, and to develop an individual patient-centered care plans. This significant impact of the PPCP based laboratory course on students’ perception was maintained through the following year when assessed after IPPEs. Conclusion Introduction of the PPCP model within a dispensing laboratory course, prior to students’ IPPEs, develops students’ perception of preparedness. Incorporating PPCP via active learning and simulation narrows the gap between the didactic and experiential curriculum by establishing a bridge between understanding the concept of PPCP and readiness for applying it in practice experiences.

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Progressive disclosure cases: The design and evaluation of use in multiple therapeutics courses

Cited by 10 publications

References 8 publications

Dental students’ perceptions of the wildcard as a novel teaching technique in case‐based learning

Dental students’ perceptions of the wildcard as a novel teaching technique in case‐based learning

Implementation strategy for teaching the pharmacists' patient care process to first year student pharmacists

Curricular Integration of the Pharmacist’s Patient Care Process (PPCP)

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