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Changes in Pharmacy Students' Metacognition Through Self-Evaluation During Advanced Pharmacy Practice Experiences
Sarah A Nisly1, Jamie Sebaaly1, Amy G Fillius1
1Wingate University, School of Pharmacy, Wingate, North Carolina.
American Journal of Pharmaceutical Education
|April 16, 2020
Summary
Pharmacy students improved their self-assessment accuracy over a year-long advanced pharmacy practice experience. Routine self-assessment enhanced metacognition, a vital skill for Doctor of Pharmacy students.
Area of Science:
- Pharmacy Education
- Metacognition in Healthcare Professionals
Background:
- Metacognition is crucial for effective clinical practice in pharmacy.
- Developing self-assessment skills is essential for lifelong learning in Doctor of Pharmacy (PharmD) students.
Purpose of the Study:
- To determine if metacognition improves in PharmD students through routine self-assessment during advanced pharmacy practice experiences (APPEs).
Main Methods:
- Compared student self-assessment scores with preceptor scores across three trimesters of APPEs.
- Analyzed 1713 matched evaluations from three student cohorts (2015-2018).
- Primary endpoint: change in the absolute difference between student and preceptor evaluations over time.
Main Results:
- Students initially overestimated performance by 16 points (first trimester), decreasing to 12 points by the third trimester, indicating significant improvement.
- No significant difference found between student and preceptor composite scores.
- Factors like faculty preceptorship or GPA did not influence score differences.
Conclusions:
- Self-assessment accuracy significantly improved over the year-long APPE sequence.
- This improvement suggests the development of metacognitive skills in pharmacy students.
- Curricula should integrate opportunities for metacognitive skill development.
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