Dynamic Interplay of Pharmacy Learners During a Solid Organ Transplantation Learning Experience

Area of Science:

• Pharmacy Education
• Clinical Pharmacy
• Transplantation Medicine

Background:

• Established clinical pharmacy services facilitate specialized learning experiences for pharmacy residents and students.
• All participants, including specialists, residents, and students, are considered lifelong pharmacy learners.
• Collaboration among pharmacy learners can enhance educational and experiential opportunities.

Purpose of the Study:

• To describe the implementation of a layered learning practice model in a solid organ transplantation setting.
• To evaluate the benefits of a tiered learning approach involving diverse pharmacy learners.
• To explore the dynamic interplay between pharmacy learners in patient care and professional development.

Main Methods:

• A layered learning practice model was employed during a solid organ transplantation learning experience.
• The model involved a clinical pharmacy specialist, a postgraduate year 2 resident, a postgraduate year 1 resident, and a pharmacy student.
• Activities included direct patient care, patient education, presentations, research, career development, and feedback.

Main Results:

• The tiered learning approach facilitated engagement in various professional development activities.
• Collaboration between learners at different stages of training enriched the learning experience.
• The model provided a structured framework for mentorship and skill development.

Conclusions:

• A layered learning practice model effectively enhances pharmacy education and experiential learning.
• Interprofessional collaboration among pharmacy learners is crucial for optimizing training outcomes.
• This model offers a scalable approach for institutions seeking to improve pharmacy resident and student education.