基于团队的教师模式:以教育为重点的纵向住院学习经验的基础
Amber Rexwinkle1, Nephy George1, Marisa Mendoza1
1Pharmacy Continuing Education Program, Division of Pharmacy, The University of Texas MD Anderson Cancer Center, Houston, TX, USA.
药房居民通过结构化的药房大轮计划获得基本技能,涵盖药房持续教育发展的所有方面. 这种全面的方法确保居民掌握成功创建活动的最佳教育实践和ACPE标准.
科学领域:
- 药房教育 教育 药房教育
- 持续的药房教育 (CPE) 需要
- 药学教育认证委员会 (ACPE)
背景情况:
- 药房住院员需要全面培训教育活动的发展.
- 现有的住院项目可能无法完全整合ACPE持续药学教育 (CPE) 发展过程.
- 需要一个结构化的学习体验来为居民提供必要的技能.
研究的目的:
- 为PGY1和PGY2居民描述一个结构化的药房大轮 (PGR) 学习体验.
- 将ACPE CPE开发过程的所有方面纳入居民培训.
- 提高居民对教育最佳实践的理解和应用.
主要方法:
- 居民参与教育活动发展的各个阶段.
- 关键阶段包括需求评估,目标设定,评估方法实施和问题构建.
- 使用以团队为基础的教师模型,与内容和教育最佳实践专家合作.
主要成果:
- 居民积极参与开发CPE活动,应用ACPE标准.
- 结构化的PGR体验有助于居民理解和应用最佳教育实践.
- 协作式教师模式支持居民的学习,并确保成功的结果.
结论:
- 一个结构化的PGR学习经验有效地训练药房居民在CPE开发.
- 居民在创建符合ACPE标准的教育活动方面获得实践技能.
- 基于团队的教师模式增强了居民的教育经验和成果.
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