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Actividades Profesionales Confiables (APCs) para estudiantes de farmacia durante la educación experiencial: Un

Ali Syed¹, Jennifer Pereira², Kenneth Manson¹

¹School of Pharmacy, University of Waterloo, 10A Victoria St. S., Kitchener, ON N2G 1C5, Canada.

Currents in pharmacy teaching & learning

|February 8, 2026

Resumen

Las Actividades Profesionales Confiables (APCs) mejoran la autonomía y la preparación de los estudiantes de farmacia para la práctica. Sin embargo, se prefiere un modelo de evaluación híbrido debido a desafíos en la claridad y consistencia de la calificación, especialmente en entornos cooperativos.

Área de la Ciencia:

Educación en Farmacia
Formación Basada en Competencias
Educación en Profesiones de la Salud

Sus antecedentes:

Las Actividades Profesionales Confiables (APCs) se utilizan cada vez más en la educación basada en competencias.
Este estudio investiga las percepciones de estudiantes y educadores de farmacia sobre las APCs en comparación con las evaluaciones tradicionales en un modelo de rotación cooperativa y clínica.

Objetivo del estudio:

Comparar las percepciones de estudiantes de farmacia, supervisores y preceptores sobre las APCs en comparación con las herramientas de evaluación existentes.
Evaluar las fortalezas y limitaciones de las APCs en la educación experiencial en farmacia.

Principales métodos:

Los estudiantes de PharmD y sus supervisores/preceptores experienciales utilizaron herramientas de APCs junto con las evaluaciones actuales.
Las encuestas recopilaron datos cualitativos y cuantitativos sobre las percepciones de las APCs.
El análisis de contenido identificó temas relacionados con la evaluación del desempeño y la preparación para la práctica.

Principales resultados:

Los estudiantes valoraron las APCs por su relevancia en el mundo real y autonomía, pero cuestionaron la claridad de la calificación y la aplicabilidad en entornos cooperativos.
Los supervisores/preceptores encontraron las APCs prácticas para evaluar la independencia, pero notaron necesidades de capacitación y problemas de consistencia en la calificación.
Se favoreció un modelo híbrido que combina APCs con herramientas existentes para equilibrar tareas clínicas y competencias más amplias.

Conclusiones:

Las APCs evalúan eficazmente la autonomía del estudiante y la preparación para la práctica sin supervisión, particularmente en rotaciones clínicas.
Los desafíos con la alineación cooperativa y la variabilidad del evaluador sugieren que las APCs pueden no ser adecuadas para uso independiente.
Un enfoque de evaluación combinado ofrece una evaluación más completa del desempeño del estudiante en la formación experiencial.

Palabras clave:

Rotaciones clínicas Cooperativa Educación y formación basada en competencias Actividades profesionales confiables Educación experiencial Farmacia

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