Citation

Teaching Core Competencies to Pharmacy Students through Case-Based, Active Learning in a Nonprescription Therapeutics Course

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Abstract:

PURPOSE:
The course objective is to systematically introduce and reinforce the Core Competencies for Health Care Professionals through student directed self-learning, ensuring evidence-based, patient-centered care.

METHODS:
This primarily self-taught course consists of three activities: Role Play, OTC Presentations, and Service Learning. The Key Criteria of the Core Competencies underlie each activity. Role play involves varyingly complex cases, demanding impromptu evidence-based clinical decision making through student-led questions. Case scenarios emphasize a standardized approach to patient-centered self-care. Students utilize reputable informatics. Quality improvement is performed via case-specific disclosure and subsequent self- and peer-evaluation by video. Student OTC Presentations consist of skits highlighting self-care issues and a brief presentation. Students submit referenced examination questions. In Service Learning, students learn the curriculum with the assistance of asthma educators and perform a train-the-trainer session. They then report to nurses at local elementary schools and present to 3rd through 5th graders.

RESULTS:
This course is recognized for curricular excellence and has received national attention. Course evaluations and student-led focus groups reveal students had significantly increased knowledge of OTC products and experienced increased confidence in clinical decision making. Overall, students indicated the course will significantly impact their current and future practice. Exit-interviews of graduates identified this course as one of the most effective in the curriculum. The impact of student participation in service learning was published by the American Lung Association and the American Pharmacists Association.

CONCLUSION:
Case-based, active learning can effectively teach pharmacy students how to implement the Core Competencies in their current and future practices.
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Association:
Name: American Association of Colleges of Pharmacy
URL:
http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p125569_index.html
Direct Link:
HTML Code:

MLA Citation:

Heller, Katherine. and Dugan, B. DeeAnn. "Teaching Core Competencies to Pharmacy Students through Case-Based, Active Learning in a Nonprescription Therapeutics Course" 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/p125569_index.html>

APA Citation:

Heller, K. M. and Dugan, B. , 2006-07-05 "Teaching Core Competencies to Pharmacy Students through Case-Based, Active Learning in a Nonprescription Therapeutics Course" 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/p125569_index.html

Publication Type: School Poster
Abstract: PURPOSE:
The course objective is to systematically introduce and reinforce the Core Competencies for Health Care Professionals through student directed self-learning, ensuring evidence-based, patient-centered care.

METHODS:
This primarily self-taught course consists of three activities: Role Play, OTC Presentations, and Service Learning. The Key Criteria of the Core Competencies underlie each activity. Role play involves varyingly complex cases, demanding impromptu evidence-based clinical decision making through student-led questions. Case scenarios emphasize a standardized approach to patient-centered self-care. Students utilize reputable informatics. Quality improvement is performed via case-specific disclosure and subsequent self- and peer-evaluation by video. Student OTC Presentations consist of skits highlighting self-care issues and a brief presentation. Students submit referenced examination questions. In Service Learning, students learn the curriculum with the assistance of asthma educators and perform a train-the-trainer session. They then report to nurses at local elementary schools and present to 3rd through 5th graders.

RESULTS:
This course is recognized for curricular excellence and has received national attention. Course evaluations and student-led focus groups reveal students had significantly increased knowledge of OTC products and experienced increased confidence in clinical decision making. Overall, students indicated the course will significantly impact their current and future practice. Exit-interviews of graduates identified this course as one of the most effective in the curriculum. The impact of student participation in service learning was published by the American Lung Association and the American Pharmacists Association.

CONCLUSION:
Case-based, active learning can effectively teach pharmacy students how to implement the Core Competencies in their current and future practices.

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