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Titulo Artículo:
Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience
Resumen:
Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.
Fecha de publicación:
2019.
Autores :
Jeffrey R Bishop;
Erica Dimitropoulos ;
Jessica Foag;
Danielle Bishop ;
Steve Panizza;
Amy L Pittenger;
Autor corporativo:
American journal of pharmaceutical education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
10
Idioma:
Inglés
Páginas:
0
ISBN:
1553-6467
Existencias:
0
Palabras claves:
APPE-readiness
Active-learning
Psychiatric pharmacy.
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Otros profesionales de la salud
Titulo Artículo:
Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience
Resumen:
Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.
Fecha de publicación:
2019.
Autores :
Jeffrey R Bishop;
Erica Dimitropoulos ;
Jessica Foag;
Danielle Bishop ;
Steve Panizza;
Amy L Pittenger;
Autor corporativo:
American journal of pharmaceutical education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
10
Idioma:
Inglés
Páginas:
0
Existencias:
0
Palabras claves:
APPE-readiness
Active-learning
Psychiatric pharmacy.
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Otros profesionales de la salud
Titulo Artículo:
Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience
Resumen:
Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.
Autores:
Jeffrey R Bishop
,
Erica Dimitropoulos
,
Jessica Foag
,
Danielle Bishop
,
Steve Panizza
,
Amy L Pittenger
,
.
Titulo Revista:
American journal of pharmaceutical education,
.
Numero:
10
Volumen:
83
Fecha de publicación:
2019.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
0
Página Final:
0
ISBN:
1553-6467
Palabras claves:
APPE-readiness
Active-learning
Psychiatric pharmacy.
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Otros profesionales de la salud
Título Medline-PubMed :
Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience
Resumen:
Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.
Autores :
Jeffrey R Bishop;
Erica Dimitropoulos ;
Jessica Foag;
Danielle Bishop ;
Steve Panizza;
Amy L Pittenger;
Autor corporativo:
American journal of pharmaceutical education,
Fecha de publicación:
2019.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
APPE-readiness
Active-learning
Psychiatric pharmacy.
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Otros profesionales de la salud
Título Medline-PubMed :
Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience
Resumen:
Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.
Autores :
Jeffrey R Bishop;
Erica Dimitropoulos ;
Jessica Foag;
Danielle Bishop ;
Steve Panizza;
Amy L Pittenger;
Autor corporativo:
American journal of pharmaceutical education,
Fecha de publicación:
2019.
Paginas:
0.
ISBN:
1553-6467 .
Idioma:
Inglés
Palabras claves:
APPE-readiness
Active-learning
Psychiatric pharmacy.
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Otros profesionales de la salud
Titulo Artículo:
Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience
Resumen:
Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.
Fecha de publicación:
2019.
Autor corporativo:
American journal of pharmaceutical education,
.
Idioma:
Inglés
Palabras claves:
APPE-readiness
Active-learning
Psychiatric pharmacy.
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Otros profesionales de la salud
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Jeffrey R Bishop; Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience(2019). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2077
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Jeffrey R Bishop Erica Dimitropoulos Jessica Foag Danielle Bishop Steve Panizza Amy L Pittenger Jeffrey R Bishop Erica Dimitropoulos Jessica Foag Danielle Bishop Steve Panizza Amy L Pittenger Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience. 2019; 83Ed. 0.
