The Impact of Advanced Pharmacy Practice Experiences on Students' Readiness for Self-directed Learning

Abstract

Objective. To evaluate the impact of advanced pharmacy practice experiences (APPEs) on doctor of pharmacy (PharmD) students' readiness for self-directed learning. Methods. The Self-Directed Learning Readiness Scale (SDLRS) was administered to students prior to and after completing their APPEs. SDLRS is a validated instrument that determines the relative degree to which students have the attitudes and motivation to engage in self-directed learning.Results. Seventy-seven (64%) students completed the SDLRS prior to starting their APPEs and 80 (67%) students completed the instrument after completing their APPEs. Forty-six (38%) students completed both. Prior to starting their APPEs, 74% of students scored greater than 150 on the SDLRS, indicating a high level of readiness for self-directed learning. No significant difference was found between the mean scores of students who took the SDLRS both prior to (159 6 20) and after completing their APPEs (159 6 24; p . 0.05). Conclusion. Students at our institution appear to be ready for self-directed learning but APPEs had a minimal impact on their readiness for self-directed learning.

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

“…The factor structure of the subscales were recently reexamined by Fisher in response to the work of Hendry and Ginns in identifying a 4-factor model using Fisher's scale with medical students instead of the 3-factor model. 12,13 The confirmatory factor analysis also revealed 11 redundant items from the original 2001 scale; however, Fisher maintains a recommendation for the 40-item scale until further research examines the scales factor structure. 13 Whether these potential limitations would influence the scale's ability to show an association between a high readiness for self-directed learning and academic performance is unclear.…”

“…12,13 The confirmatory factor analysis also revealed 11 redundant items from the original 2001 scale; however, Fisher maintains a recommendation for the 40-item scale until further research examines the scales factor structure. 13 Whether these potential limitations would influence the scale's ability to show an association between a high readiness for self-directed learning and academic performance is unclear. Most of the research that has tested the association between self-directed learning and academic performance has used Guglielmino's SDLRS.…”

“…The Fisher scale was selected as our assessment tool because it is based on Garrison's selfdirected learning principles, and was used previously at our institution to evaluate readiness for self-directed learning in pharmacy students before and after advanced pharmacy practice experiences (APPEs). 13 As a component of a major curricular revision, a new course for P1 PharmD candidates began in the fall of 2009 at the University of Maryland School of Pharmacy. Several components of this laboratory course emphasized self-directed learning.…”

“…These scales were developed by Guglielmino in 1977 8 and Fisher in 2001 5 and have been used to study self-directed learning in medical, nursing, pharmacy, and non-medical education. [9][10][11][12][13] Fisher established construct validity and internal consistency through a pilot study of undergraduate nursing students. 5,14 Content validity for both scales was determined using Delphi surveys.…”

Estructura factorial y confiabilidad de la escala de aprendizaje autodirigido de Fisher, King & Tague en alumnos de medicina chilenos

“…Sin embargo, esta escala ha sido objeto de reparos: problemas para replicar su estructura factorial 8 , falta de estabilidad como medida 14 , problemas en su aplicabilidad 15 y se ha cuestionado su validez para medir aprendizaje independiente 8 . Ante tales reparos surge como alternativa la escala de Fisher, King y Tague, proponiendo tres factores: deseo por aprender, autocontrol y autogestión del aprendizaje 13 , la que se ha utilizado en estudiantes australianos de programas de pregrado en enfermería 13 y medicina 16 y en doctorandos de farmacia 17,18 siendo validada en los dos primeros, aunque en alumnos de medicina se identifi caron cuatro factores: autoevaluación crítica, autoefi ciacia en el aprendizaje, autodeterminación y organización efectiva del aprendizaje 16 .…”