评估认知学徒对第三年药剂师学生临床推理的影响
Blake T Robbins1, Michael L Behal2, Alexandra M Wiegand1
1University of Kentucky Healthcare, Acute Care Pharmacy Services, Lexington, KY, USA.
American journal of pharmaceutical education
|November 11, 2023
概括
在药学博士课程中实施认知学徒理论 (CAT) 模型显著提高了学生药剂师的临床推理技能和对高级药学实践经验 (APPE) 的信心. 这项教育干预措施随着时间的推移,增强了患者护理评估.
科学领域:
- 药房 教育 教育 药房 教育
- 发展临床推理 发展临床推理
- 经验式学习是一种体验式学习.
背景情况:
- 传统的药学课程在发展先进的临床推理技能方面面临着挑战.
- 为学生药剂师准备先进药房实践经验 (APPE) 的复杂性,需要有效的教学模型.
- 认知学徒理论 (CAT) 为结构化技能发展提供了一个框架.
研究的目的:
- 评估将CAT模型集成到药学博士药物治疗课程中的影响.
- 在15周的时间内,评估第三年药剂师学生在临床推理技能方面的改进.
- 确定CAT模型对学生药剂师对APPE感知的准备程度的影响.
主要方法:
- 采用单一中心,观察性,前后研究设计.
- 三年级学生药剂师参加了临床护理药物治疗课程.
- 在课程开始和结束时进行了临床病例评估和自我报告的信心调查.
主要成果:
- 从第1周到第15周观察到累计临床病例得分的统计显著增加 (34.8至39.7).
- 在问题优先排序,治疗建议和整体临床推理评估方面有所改善.
- 学生药剂师报告说,他们对APPE轮换的自我准备程度明显提高.
结论:
- 整合一个CAT模型有效地提高了第三年药剂师学生的临床推理技能.
- CAT模型对学生的信心和为高级药房实践经验做好准备产生了积极的影响.
- 这种教学方法表明了改善药学教育中的临床决策的有价值策略.
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