在药学院和药学院实施基于能力的课程的启用因素
Stephanie L Sibicky1, Kimberly K Daugherty2, Aleda M H Chen3
1Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA.
American journal of pharmaceutical education
|March 9, 2024
概括
实施基于能力的药学教育 (CBPE) 需要解决能力,组织和领导力驱动因素. 提供了建议,以使这些关键因素成为成功计划成果的关键因素.
科学领域:
- 药房 教育 教育 药房 教育
- 健康 专业 教育 卫生 专业 教育
- 基于能力的教育 基于能力的教育
背景情况:
- 基于能力的教育 (CBPE) 是医疗行业的一个新兴模式,与传统的时间有限,基于课程的方法形成鲜明对比.
- CBPE为开发药剂师提供基于结果的框架,以满足不断变化的医疗保健需求.
- 成功实施CBPE面临着需要战略认可和缓解的挑战.
研究的目的:
- 审查基于能力的药学教育 (CBPE) 的关键实施驱动因素.
- 为实现这些驱动因素并确保计划成功提供可行的建议.
主要方法:
- 审查与基于能力的教育相关的现有文献和框架.
- 分析关键驱动因素,分类为能力,组织和领导方面的因素.
- 综合发现,制定有效实施CBPE的建议.
主要成果:
- 能力驱动因素包括定义角色,透明的学习轨迹,一致的评估和终身发展.
- 组织驱动因素包括强大的支持系统,综合教育经验和明确的评估政策.
- 领导力驱动因素包括培养成长心态,跨专业联系,计划宣传和行政能力.
结论:
- 成功实施CBPE取决于有效实现能力,组织和领导力驱动因素.
- 进一步的研究对于验证CBPE模型中的创建,实施和评估策略至关重要.
- 提出了建议,以促进基于能力的药学教育的成功采用和可持续性.
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