Determinants of Curricular Effectiveness for a Community Pharmacy Experiential Course

Yun-Wen Tang ； Fan-Lu Kung ； Karin Chiung-Sheue Chen Liu ； Ling-Ling Hsieh ； Kenneth M. Hale ； Yunn-Fang Ho

《Journal of Medical Education》 18卷3期 (2014/09) Pp. 32-42

https://doi.org/10.6145/jme201414

並列摘要

Objective: Primary-care experiential learning have been incorporated into core curriculum in US pharmacy schools and elsewhere; however, its importance is just beginning to be recognized in Taiwan. To design an effective course that fits local healthcare milieu, optimal determinants of Community Pharmacy Practice Experiences (CPPE) were studied. Methods: A written survey using a three-point scale was administered to preceptors for assessing students' performance relating to professionalism (12 statements) and knowledge/ skills (8 statements) at the completion of CPPE training; and students completed a questionnaire to register their satisfaction with experiential sites (5 statements) and preceptors (9 statements) during the academic years between 2010 and 2012. Descriptive analyses and multiple regressions were performed. Results: Data were collected from 100 students and 34 preceptors. Students were rated in the good to excellent range relating to professionalism, ethics, reasoning, and communication ability (2.7 ± 0.4) as well as professional knowledge and skills (2.6 ± 0.4). Sites (2.6 ± 0.3) and preceptors (2.7 ± 0.3) were also rated in the good to excellent range. Determinants of curricular effectiveness encompassed the student's educational profile, preceptor characteristics, and type of experiential site. The preceptor's academic credential (i.e., master's degree) was the common influential factor across assessment domains. Conclusions: Self-motivation in attaining higher education by students and preceptors and educational interventions combining experiential rotations and related lectures in small chain practice settings were significant determinants for positive curricular outcomes. The identified strengths, weaknesses, and effective pedagogical foci may benefit future development of CPPE in Taiwan and beyond.

並列關鍵字

pharmacy practice ； experiential teaching ； competency-based learning ； primary care

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