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A Study of Layered Learning in Oncology.

Jill S Bates1, Larry W Buie1, Kayley Lyons2

  • 1University of North Carolina Medical Center, Chapel Hill, North Carolina.

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PubMed
Summary

Pharmacy learners in a layered learning practice model (LLPM) positively impacted patient care and skill development. This innovative educational approach did not hinder knowledge acquisition, supporting its use in pharmacy practice experiences.

Keywords:
Layered learning practice model (LLPM)active learningexperiential educationoncology

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Area of Science:

  • Pharmacy Education
  • Oncology Pharmacy Practice
  • Experiential Learning

Background:

  • Traditional pharmacy practice models face challenges in expanding services and optimizing learner experiences.
  • The integration of learners into clinical settings requires structured approaches to ensure educational objectives are met.
  • Layered learning offers a potential framework for enhancing pharmacy services through trainee involvement.

Purpose of the Study:

  • To investigate the efficacy of a layered learning practice model (LLPM) in expanding oncology pharmacy services.
  • To determine if the LLPM environment impedes the attainment of knowledge-based learning objectives for pharmacy learners.
  • To evaluate pharmacy learners' perceptions of their experience within the LLPM.

Main Methods:

  • Redesigning an acute care oncology pharmacy practice experience to incorporate LLPM principles.
  • Implementing micro-discussions, standardized feedback using rubrics, and cooperative learning strategies.
  • Assessing knowledge-based learning objectives through pretest and posttest evaluations.

Main Results:

  • Posttest scores demonstrated a significant increase in the mean percentage of knowledge-based learning objectives compared to pretest values.
  • Pharmacy learners reported positive perceptions regarding knowledge attainment, clinical time management, and patient care contributions.
  • Learners also noted improvements in clinical and self-management skills, along with increased comfort with the learning environment.

Conclusions:

  • The layered learning practice model (LLPM) was well-received by pharmacy learners in an oncology setting.
  • The LLPM environment supports the achievement of knowledge-based learning objectives, contrary to potential concerns.
  • Findings suggest the LLPM is a viable model for pharmacy education and warrants further investigation.