Objective. To describe students' experiences and perceptions of non-traditional student-preceptor learning models and evaluate the effectiveness of these models on students' learning experience. Methods. Pharmacy students who had completed at least one experiential rotation with a nontraditional learning model participated in semi-structured interviews. Models included peer-assisted learning (PAL; two or more students of same educational level), near-peer teaching (NPT; one or more junior students with one or more senior students), and co-preceptorship (CoP; two or more preceptors). Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for evaluating educational training. Results. Twenty semi-structured interviews were conducted. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) from 14 institutions were described. Many themes overlapped between the three models. In CoP, learners described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT learners felt supported as collaboration with other learners was readily fostered. Potential challenges in PAL and NPT were difficulties when personalities conflicted and when there was a significant knowledge gap between the learners. All three models allowed for the development of skills, including communication and collaboration. Learners reported an enhanced approach to patient care and professional practice, including approaches to teaching as new preceptors. Conclusion. Pharmacy students and graduates valued their experiences in non-traditional studentpreceptor models. Institutions may find support for using these precepting models to increase placement capacity.
Background: There is a growing societal need for health professional competency in pain care. The University of Toronto Centre for the Study of Pain-Interfaculty Pain Curriculum (UTCSP-IPC) has been offered since 2002. Content and process have been updated annually. In addition, participating health professions programs have advanced their pain teaching. A curricular scan was needed to creatively and constructively advance the UTCSP-IPC. Aim: The aim of this study was to map curricular pain content in participating health professions programs onto the UTCSP-IPC content as a first step to further curriculum design. Methods: UTCSP-IPC committee members and faculty representatives from six health profession programs completed a 27-item online survey in this collaborative action study. Descriptive statistics were completed in Microsoft Excel. Results: The UTCSP-IPC provided an average of 43.3% (range 32%-62%) of total pain content teaching hours to participating health professions students and a range of 8% to 100% of total opioid-related teaching hours. Curricular overlaps and gaps in pain content were identified and will be used to update and inform the iterative design of the UTCSP-IPC. Ninety-three percent of participating health professions faculty indicated that the interprofessional focus on pain care in the UTCSP-IPC was important. Conclusion: This study highlighted the value of the UTCSP and areas of curricular refinement to ensure continued relevance in relationship to pain content within the six participating health professions programs. Mapping a coordinated approach between uniprofessional and interprofessional teaching will both meet the demands of professional competence and create greater applicability to future practice settings. RÉSUMÉ Contexte : Il est de plus en plus nécessaire que les professionnels de la santé aient les compétences nécessaires pour la prise en charge de la douleur au sein de la société. Le Programme interfacultaire sur la douleur du Centre pour l'étude de la douleur de l'Université de Toronto (UTCSP-IPC) est offert depuis 2002. Son contenu et son processus ont été mis à jour chaque année. Les programmes des professions du domaine de la santé participantes ont eux aussi perfectionné leur enseignement sur la douleur. Une radiographie du programme était donc nécessaire afin d'améliorer l'UTCSP-IPC de manière créative et constructive. Objectif : Recenser le contenu sur la douleur dans les programmes des professions du domaine de la santé participantes afin de l'inclure dans l'UTCSP-IPC en tant que première étape pour améliorer la conception du programme. Méthodes : Des membres du comité de l'UTCSP-IPC et des représentants des facultés de six programmes de professions du domaine de la santé ont répondu à un sondage en ligne comprenant 27 énoncés dans le cadre de cette étude collaborative. Des statistiques descriptives ont ensuite été compilées dans Microsoft Excel™.
The entry-to-practice PharmD program is designed to meet the Association of Faculties of Pharmacy of Canada (AFPC) Educational Outcomes (EOs). We set out to evaluate how assessment strategies in a 'capstone' course align with AFPC EOs, their respective key and enabling competencies, and whether there are a sufficient number of assessments for students to demonstrate achievement of competencies prior to embarking on advanced pharmacy practice experiences. Methods. Each assessment's objectives, content and methods were mapped to key and enabling competencies of each role. The number of enabling competencies mapped represented the extent to which the associated key competency and broader role was assessed. De-identified student performance data were analyzed to identify achievement of competencies despite failed assessments. Results. Of the seven role descriptions, Care Provider, Communicator, and Collaborator were the most comprehensively assessed. Leader-Manager and Health Advocate roles were assessed to a limited extent. The Scholar role was not covered to a great depth across assessments. The Professional role was not represented in most assessments except for the final exam. Students with failed assessments generally had ample opportunity to demonstrate competencies through other assessments. Conclusion.Mapping assessments to AFPC EOs is an essential step to demonstrate direct evidence of achievement of the intended learning outcomes. Our map revealed that there was sufficient overlap in the assessment of most AFPC EOs with a few exceptions. It is important to create multiple opportunities within a course for students to demonstrate achievement of competencies to ensure practice readiness.
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