Tracked Patient Encounters During Advanced Pharmacy Practice Experiences and Skill Self-assessment Using Entrustable Professional Activities.

Autor: Lounsbery JL; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Von Hoff BA; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Chapman SA; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Frail CK; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Moon JY; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Philbrick AM; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Rivers Z; University of Minnesota College of Pharmacy, Minneapolis, Minnesota., Pereira C; University of Minnesota College of Pharmacy, Minneapolis, Minnesota.
Jazyk: angličtina
Zdroj: American journal of pharmaceutical education [Am J Pharm Educ] 2019 Nov; Vol. 83 (9), pp. 7349.
DOI: 10.5688/ajpe7349
Abstrakt: Objective. To determine if the number of patient encounters during advanced pharmacy practice experiences (APPEs) relates to student self-assessment of patient care skills using entrustable professional activities (EPAs). Methods. During 12-week acute care/institutional (AC/INST) APPEs, 15-week combined community pharmacy and ambulatory care (CPAC) APPEs, and three 5-week AC/INST or CPAC elective APPEs, fourth-year pharmacy students completed patient tracking surveys. Students documented the number of encounters, type of care provided, primary and secondary diagnoses, and special dosing/population considerations. Students completed self-assessment surveys for 12 EPAs. Students rated their ability to perform each EPA using a four-point scale (1=still developing this skill; 4=can do this independently) at the start and after each APPE semester. Results. Data were collected from May 2016 through April 2017. During this time, 165 students completed APPEs. Students reported 79,717 encounters. There was no significant correlation found between total number of encounters and EPA scores. The baseline EPA mean score was 3.1 and semester 3 EPA mean score was 3.7. The mean student-reported EPA scores did increase over time, some more quickly than others. Conclusion. Tracking student patient encounters provided insight into the quantity and variety of patients and conditions seen and level of care provided by students during APPEs. Mean scores on EPAs increased over time with increased exposure to patients. Patient tracking can be used to inform the curriculum by identifying potential gaps in both didactic and experiential education.
(© 2019 American Association of Colleges of Pharmacy.)
Databáze: MEDLINE
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