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Effect of the international pharmacy education programs: A pilot evaluation based on Kirkpatrick's model
Zhan-Miao Yi1,2, Liang-Yu Zhou1,2, Li Yang1
1Department of Pharmacy, Peking University Third Hospital.
Medicine
|July 8, 2020
Summary
The United States-China international pharmacy education program (IPEP) positively impacted students' clinical skills and understanding of pharmacy education. While learning outcomes showed higher scores for IPEP participants, statistical significance was not reached, indicating a need for further research.
Area of Science:
- Pharmacy Education
- International Collaboration in Higher Education
- Global Health Workforce Development
Background:
- Globalization has increased focus on internationalization in higher education.
- Evaluating international programs is crucial for understanding their impact and effectiveness.
- The United States-China International Pharmacy Education Program (IPEP) is a key initiative in cross-border pharmaceutical education.
Purpose of the Study:
- To evaluate the impact of the United States-China International Pharmacy Education Program (IPEP) in China.
- To assess student reactions and learning outcomes from the IPEP using Kirkpatrick's model.
- To determine the benefits and satisfaction levels associated with international pharmacy education.
Main Methods:
- Utilized Kirkpatrick's model for program evaluation, focusing on reaction and learning levels.
- Administered a Likert scale questionnaire to assess student reactions and satisfaction.
- Collected and analyzed data from the "Assessment Record of Advanced Clinical Pharmacy Practice of Peking University" for learning outcomes.
- Employed Cronbach's alpha, principal component analysis, and independent t-tests for statistical analysis.
Main Results:
- High student satisfaction reported, with significant benefits in clinical practice competency, understanding of Doctor of Pharmacy (PharmD) education, English proficiency, and international collaboration.
- Students participating in IPEP demonstrated higher scores in advanced clinical pharmacy practice assessments compared to non-participants.
- While not statistically significant, learning level data indicated a positive trend for IPEP attendees, further supported by qualitative interview data.
Conclusions:
- The Kirkpatrick model is a suitable framework for evaluating international pharmacy education programs like IPEP.
- IPEP demonstrates high student satisfaction and perceived benefits at the reaction level.
- Further investigation is warranted to establish statistically significant learning outcome differences, despite observed positive trends.
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