Development of a capstone course to improve student confidence and pharmacotherapy knowledge prior to advanced pharmacy practice experiences

Hanselin, Michele R.; Martell, Chad W.; Knutsen, Shannon; Haight, R. C.; Moote, Rebecca

doi:10.1016/j.cptl.2016.02.001

Cited by 8 publications

(3 citation statements)

References 7 publications

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“…Prior capstone courses have been able to achieve similar educational outcomes in a shorter time frame ranging from 3 to 8 weeks. 1,2,5,6 A full semester time frame (16 weeks) was selected for this course to allow flexibility for the practicing pharmacist student population enrolled in this course.…”

Section: Discussionmentioning

confidence: 99%

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Implementation of a distance‐based clinical capstone course to improve practice‐related confidence and experiential readiness in global Pharm.D. candidates

Rhein

Saseen

Gleason

2020

J Am Coll Clin Pharm

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Introduction Clinical capstone courses may improve skill sets across health care education. Effective implementation of a distance‐based clinical capstone course for practicing pharmacists across the globe has not been described. Objectives To evaluate whether a distance‐based clinical capstone course improves student confidence in key domains related to success on experiential rotations. Methods This was an educational cohort study with surveys at baseline, throughout the course, and after completion of advanced pharmacy practice experiences (APPEs). The distance‐based clinical capstone incorporated longitudinal case discussions, standardized patient interviews, drug information questions, increasingly complex case scenarios, and student‐driven learning. The primary outcome was the improvement in student confidence in critical thinking, evaluation and application of literature, clinical decision‐making, problem‐solving, and preparedness for APPEs. Student surveys (Likert scale) were conducted at baseline, midpoint, and course completion for the primary outcome. Key secondary outcomes included academic performance on student‐driven cases and performance compared with the face‐to‐face capstone course. Results Across 2 years, the course enrolled 46 students from 14 countries with a mean practice experience of 17 years. Compared with baseline, both midpoint and postcourse surveys revealed significant (P < .05) improvements in confidence regarding critical thinking, evaluation and application of literature, clinical decision‐making, problem‐solving, and preparedness for APPEs, which were maintained after completion of at least one APPE. Academic performance on student‐driven cases was not significantly different from faculty‐facilitated cases (88.6% vs 89.6%; P = .14) and overall performance was not significantly different between face‐to‐face and online iterations of the course (87% vs 88%; P = .52). Conclusions Implementation of a distance‐based clinical capstone course was effective in improving perceived student confidence in domains related to preparedness for experiential rotations and clinical practice.

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Section: Discussionmentioning

confidence: 99%

“…Capstone courses have been successful in a variety of health care curricula, including pharmacy programs 1‐6 . Clinical capstone courses are designed to improve patient care by providing an integrative experience that builds on knowledge gained from didactic courses.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a distance‐based clinical capstone course to improve practice‐related confidence and experiential readiness in global Pharm.D. candidates

Rhein

Saseen

Gleason

2020

J Am Coll Clin Pharm

View full text Add to dashboard Cite

show abstract

“…Some articles reflected more than one outcome of capstone. The majority of articles, 12 of 19, revealed capstone outcomes as a honing of entry-level practice skills (Beatty et al, 2014;Cheng et al, 2002;Conway & Ahmed, 2012;Donovan et al, 2011;Hanselin et al, 2016;Hirsch & Parihar, 2014;Hobson et al, 2015;Patel et al, 2015;Salzman et al, 2019;Saseen et al, 2017;Vellurattil et al, 2014;Wuller, 2010). Four articles identified professional development as an outcome of capstone (Clay et al, 2017;Doyle-Campbell et al, 2016;Lee et al, 2014;Smallfield & Wood, 2019).…”

Section: Characteristics Of Sources Of Evidencementioning

confidence: 99%