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Using P4 Assessment Day to Identify Areas for Improvement: the University of Iowa Experience

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Abstract:

Objectives: P4 Assessment Day objectives were to: (1) quantify students’ abilities to provide pharmaceutical care, (2) obtain students’ self-assessments of their professional abilities and (3) identify recommendations for improving instruction and assessment.

Methods: Students (n=101) in advanced practice experiences (APE) completed six activities including identifying drug therapy problems (DTP), writing SOAP notes, counseling patients, identifying dispensing errors and performing calculations. Checklists were used to rate performance on these tasks, and over 40 volunteers were needed.

Results: All students identified one correct DTP and 86% identified two DTPs. Only 44% correctly identified a DTP for the nonprescription medication. For SOAP writing, 60.8% provided correct subjective information, 72% provided correct objective information, 62.3% provided correct assessment information and 68% provided correct plan information. For counseling, students asked appropriate questions 81-97% of the time. Eighty-four percent of students identified both dispensing errors on filled prescriptions. For calculations, 34% had all three calculations correct, 37% had two correct and 30% had one correct. For student self-assessments (n=98), students rated their own self-confidence the lowest. Feedback from students indicated that this day has some but not significant value to them. The P4 Assessment Day sub-committee of the Assessment Committee is developing recommendations for Curriculum and Professional Experience Program Committees to facilitate improvements in SOAP writing. The final recommendations will be presented.

Implications: P4 Assessment Day is used to identify areas where improvements in instruction may be needed. Next steps include implementing recommendations and continuing to monitor SOAP writing skills.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p117963_index.html
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MLA Citation:

Farris, Karen., McDanel, Deanna., Swegle, John., John, Elizabeth. and Haig, Jeffrey. "Using P4 Assessment Day to Identify Areas for Improvement: the University of Iowa Experience" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p117963_index.html>

APA Citation:

Farris, K. B., McDanel, D. L., Swegle, J. M., John, E. and Haig, J. , 2006-07-05 "Using P4 Assessment Day to Identify Areas for Improvement: the University of Iowa Experience" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p117963_index.html

Publication Type: Abstract
Abstract: Objectives: P4 Assessment Day objectives were to: (1) quantify students’ abilities to provide pharmaceutical care, (2) obtain students’ self-assessments of their professional abilities and (3) identify recommendations for improving instruction and assessment.

Methods: Students (n=101) in advanced practice experiences (APE) completed six activities including identifying drug therapy problems (DTP), writing SOAP notes, counseling patients, identifying dispensing errors and performing calculations. Checklists were used to rate performance on these tasks, and over 40 volunteers were needed.

Results: All students identified one correct DTP and 86% identified two DTPs. Only 44% correctly identified a DTP for the nonprescription medication. For SOAP writing, 60.8% provided correct subjective information, 72% provided correct objective information, 62.3% provided correct assessment information and 68% provided correct plan information. For counseling, students asked appropriate questions 81-97% of the time. Eighty-four percent of students identified both dispensing errors on filled prescriptions. For calculations, 34% had all three calculations correct, 37% had two correct and 30% had one correct. For student self-assessments (n=98), students rated their own self-confidence the lowest. Feedback from students indicated that this day has some but not significant value to them. The P4 Assessment Day sub-committee of the Assessment Committee is developing recommendations for Curriculum and Professional Experience Program Committees to facilitate improvements in SOAP writing. The final recommendations will be presented.

Implications: P4 Assessment Day is used to identify areas where improvements in instruction may be needed. Next steps include implementing recommendations and continuing to monitor SOAP writing skills.

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