Journal article
Early skills laboratory warnings: Laboratory faculty perspectives on student barriers for progression to experiential education
Currents in pharmacy teaching and learning, Vol.15(6), pp.568-572
06/2023
DOI: 10.1016/j.cptl.2023.06.004
PMID: 37355388
Abstract
This study characterized faculty perceptions of student barriers to achieving an Entrustable Professional Activities (EPA) level 2 or higher in the Patient Care Provider domain.
Pharmacy skills laboratory faculty participated in a nominal group technique (NGT) session. Participants reflected on two questions: “What behaviors would result in a student not achieving a rank of EPA readiness level 2 or higher?” and “What knowledge and skills would result in a student not achieving a rank of EPA readiness level 2 or higher?” Participants developed a ranked list using silent brainstorming, idea generation, clarification, and discussion.
Two NGT sessions were conducted. Group 1 reported (lack of) professionalism, (inability to perform) physical skills, (lack of) critical thinking and interpreting data gathered during physical skills, and (inability to achieve) programmatic outcomes and mile makers exams as barriers. Group 2 ranked behaviors as lack of independence, not taking roles and responsibilities seriously, inability to follow instructions, lack of classroom engagement, and disorganized and unable to prioritize. Group 2 ranked knowledge and skills of significant errors when making medication recommendations, inability to identify accurate medication history, inability to perform tasks with time constraints, poor patient communication, and inability to identify resources.
Pharmacy skills laboratory faculty can identify behaviors, knowledge, or skills that may prevent a student from achieving an EPA readiness level 2 or higher such as lack of professionalism and poor critical thinking skills and should be empowered to identify early warning signs for students' success and progression to experiential education.
Details
- Title: Subtitle
- Early skills laboratory warnings: Laboratory faculty perspectives on student barriers for progression to experiential education
- Creators
- Kali M. VanLangen - Ferris State UniversityKimberley J. Begley - Creighton UniversityCourtney L. Bradley - High Point UniversityLisa T. Hong - Loma Linda UniversityLaura E. Knockel - University of IowaChelsea Renfro - Vanderbilt University Medical CenterMariette Sourial - Palm Beach Atlantic UniversityJeanne Frenzel - North Dakota State University
- Resource Type
- Journal article
- Publication Details
- Currents in pharmacy teaching and learning, Vol.15(6), pp.568-572
- Publisher
- Elsevier Inc
- DOI
- 10.1016/j.cptl.2023.06.004
- PMID
- 37355388
- ISSN
- 1877-1297
- eISSN
- 1877-1300
- Language
- English
- Electronic publication date
- 06/23/2023
- Date published
- 06/2023
- Academic Unit
- Pharmacy Practice and Science
- Record Identifier
- 9984438959902771
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