Using a design-based research framework to refine a desirable difficulties activity for sterile compounding in a skills-based laboratory course.

Autor: Diehl B; Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311-4505, United States. Electronic address: beth.diehl@drake.edu., Dy-Boarman EA; Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311-4505, United States. Electronic address: eliza.dy@drake.edu., Bottenberg MM; Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311-4505, United States. Electronic address: michelle.bottenberg@drake.edu., Mobley-Bukstein W; Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311-4505, United States. Electronic address: wendy.mobley-bukstein@drake.edu., Patel A; Aetna Medicaid, 4500 E Cotton Center Blvd, Phoenix, AZ 85040, United States. Electronic address: Patela6@aetna.com.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2020 Feb; Vol. 12 (2), pp. 189-192. Date of Electronic Publication: 2019 Nov 19.
DOI: 10.1016/j.cptl.2019.11.013
Abstrakt: Background and Purpose: Design-based research (DBR) processes aim to connect educational research with instructional techniques by focusing on the development and evaluation of multiple iterations of learning activities for systematic improvement within learning environments. Desirable difficulties (DD) are purposeful challenges introduced to facilitate deeper learning of material. The purpose of this work was to evaluate a second iteration of a sterile compounding DD study in the context of DBR in order to allow for the identification and refinement of the educational methods.
Educational Activity and Setting: In this second iteration, doctor of pharmacy students in their second professional year were exposed to both a mechanical and mathematical difficulty in sterile compounding training. Afterwards, students completed a questionnaire to rate their change in confidence and reflect on the activity.
Findings: An increase in confidence in sterile compounding skills was seen by the majority (97.9%) of students. Students' reflections highlighted gains in strategic knowledge, split between internal and external strategies.
Summary: Course instructors saw value in the refinement of a DD sterile compounding activity and plan to continue incorporating DBR processes in order to allow for the further improvement of this educational method. Faculty at other institutions could apply these processes to further refine a variety of educational activities.
Competing Interests: Declaration of competing interest None.
(Copyright © 2019 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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