A Study of Layered Learning in Oncology

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.