Teaching and Learning Pharmacy Services: A Teaching Method for Developing Competencies for Patient-Centered Care Through Experiential Learning in a Real Workplace

Abstract

Introduction: Considering the transformation process that has been occurring in pharmacy education and the urgent need to address social health needs, proposals of teaching methods for the development of competences and skills in patient-centered care have become an issue worth discussing. The study describes and discusses the method that has been used for developing of these competencies through experiential learning in a university pharmacy in Brazil. Educational Activity: The Teaching and Learning of Pharmacy Services (TLPS) method encompasses 2 components: theoretical-reflexive one (developing protocols covering the patient care process) and practical-reflexive one (using the protocols with real patients). TLPS connects the 2 components in a way to enable students to acquire and apply theoretical knowledge for a comprehensive assessment of the patients’ needs and understand how clinical reasoning and decision-making take place. The assessment process is performed, by the supervisor, which evaluates the behaviors necessary for good professional performance. Discussion: The active learning methodologies have been effectively used in the classroom as a way to stimulate critical thinking, problem-solving, and clinical reasoning. However, experiential learning is considered a central point in the learning process and essential for knowledge building. Thus, the method herein described is shown as an innovative tool to promote self-learning, consolidation and interrelation of the acquired knowledge, easier identification of patients’ needs, normalization of behaviors, and improvement in the quality of care.

The role of active learning methods in teaching pharmaceutical care – Scoping review

“…85.6% stated that their knowledge improved “somewhat” or “very”. Prescott & Nobel (2019) [ 37 ] University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York/first year pharmacy students Cultural competency Global Bead and Trading Places; structured discussion; counseling sessions In-class quiz: mean grade 86.1% Counseling score: mean grade 92.6% In students' perception, the trading places exercise was scored the lowest Foppa et al (2021) [ 38 ] Department of Pharmaceutical Sciences, Health and Science Center, UFSC, Florianópolis, Brazil/undergraduates Providing patient education, dispensing medicines, evaluation of the effectiveness and safety of pharmacotherapy Teaching and Learning of Pharmacy Services (TLPS method) based on two components: a theoretical-reflexive (preparing protocols) and a practical-reflexive (using protocols in contact with the real patient) Students were assessed retrospectively by teachers and supervisors based on specific criteria. The authors did not provide the evaluation results.…”

“… PC aspect Authors Pharmaceutical care for a patient suffering from a specific disease (e.g. diabetes) Benedict & Schonder (2011) [ 22 ] Campbell et al (2012) [ 24 ] Sterrett et al (2012) [ 25 ] Katoue & Al Haqan (2013) [ 26 ] Martinez et al (2017) [ 34 ] Marvanova & Henkel (2018) [ 36 ] Dispensing the prescription in the context of correctness, verification of medical recommendations and detection of drug problems Limberger (2013) [ 27 ] Lucas et al (2013) [ 28 ] Waitzman & Dinkins (2013) [ 31 ] Gossenheimer et al (2017) [ 33 ] Nasser et al (2021) [ 39 ] Patient education (pharmacist as an educator) Lucas et al (2013) [ 28 ] Foppa et al (2021) [ 38 ] Nasser et al (2021) [ 39 ] Faustino et al (2022) [ 40 ] Patients' medicines related needs Mesquita et al (2015) [ 32 ] Faustino et al (2022) [ 40 ] Develop a pharmaceutical care plan Woelfel et al (2011) [ 23 ] Norose (2013) [ 29 ] Geriatric care Woelfel et al (2011) [ 23 ] Cultural competency Prescott & Nobel (2019) [ 37 ] …”

Polish Pharmacy Students’ Attitudes toward Undergraduate Teaching and Practical Implementation of Pharmaceutical Care—A Cross Sectional Study

“…It can be assumed that the solution that would increase students’ awareness of the knowledge and skills required by a pharmacist running a PC is to increase the participation in classes by using active learning methods in the pharmacy curriculum, such as case-study, role-play, hands-on exercises, and simulation. Many studies around the world show that the inclusion of these kind of methods in the pharmacy program meets with a positive reaction from students, not only increasing the level of students’ knowledge, but above all, teaching the practical use of knowledge, critical thinking, decision making, and effective communication with the patient [ 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 ]. Students planning to work in a community pharmacy should be prepared and have the above mentioned competences to provide patient-centered services.…”

Involvement of Pharmacy Students in a Campaign on Rational Drug Use: A Brazilian Experience of Active Learning

“…More recently, Czepula and co-workers (2018) described the effects of an active methodology blending face learning and online education in a group of undergraduate students of Pharmacy [21]. Foppa and co-workers (2019) presented a Brazilian experience of clinical practice in a real workplace as an active learning activity centered in the pharmaceutical care [22]. However, we did not find any similar study concerning active learning experiences comprising the construction of health educational campaign in the pharmaceutical rational drugs use context.…”