Feedback in clinical pharmacy education

Grover, Brian; Hayes, Bryan D.; Watson, Kristin

doi:10.2146/ajhp130701

Cited by 12 publications

(5 citation statements)

References 8 publications

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“…In pharmacy education, feedback was found to improve clinical judgment (Grover, Hayes & Watson 2014). It constitutes a key mechanism for aiding reflection, knowledge consolidation, and learning in pharmacy education.…”

Section: Discussionmentioning

confidence: 99%

Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

et al. 2021

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Background: This study aims to evaluate the effectiveness of an online Moodle-based lesson for pharmacy students developed and designed for a research course focused on different methodologies, study variables, and research process applications. Methods: An experimental research methodology was used to determine the effectiveness of the Moodle-based lesson. All fourth term Pharm.D. students were required to complete and provide self-reflection reports. The outcome variables were cluster-based completion time, earned score, subjective feedback on contents, gender differences, and performance. Mean values were used to conduct statistical analysis, and a logistic regression model was applied to identify the significance of independent variables. Results: A total of 35 students completed the Moodle-based lesson. The mean earned score for the module was 81.0%, with an average completion time of 28.5 (range 26.8-30.1) hours. Females showed completion in less time compared to males. The reported knowledge and understanding showed a significant (p<0.001) pre-post increase in mean percentages in all three clusters. The intragroup pool analysis also reported significant (p<0.001) differences among gender and performance. The general feedback was limited to technical difficulties and self-reflection questions. Conclusions: The findings of this study showed that the online Moodle-based lesson module for a research course is an effective and validated tool to improve the knowledge and understanding of pharmacy students.

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Section: Discussionmentioning

confidence: 99%

Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

et al. 2021

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“…In pharmacy education, giving feedback helps to improve clinical judgments (Grover et al, 2014). Constructive feedback aids learning, knowledge consolidation and reflection.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of self-reported knowledge and understanding towards a blended research course among pharmacy students: Objective Search Literature Evaluation (OSLE) method validation

et al. 2022

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Background: The objective of the study was to evaluate the impact of classroom versus online Modular object-oriented dynamic learning environment (MOODLE)-based teaching on objective search literature evaluation (OSLE) score, as well as to validate the OSLE method for the assessment of research skills in pharmacy students. Methods: The four-station OSLE method was used to assess the performance and self-reflection at the end of each delivery mode. The students were asked to voluntarily vote for the preference of delivery mode in research courses. A hierarchical regression analysis was performed for variables predicting the “preference” for class-based teaching and/or MOODLE-based learning. Internal face and content validation were performed with students and faculty members not involved in the course teaching. External validation was performed with three professors working in different colleges in United Arab Emirates (UAE), Saudi Arabia and Qatar. Results: Thirty-five students completed the courses and showed significant improvement in self-reported reflection of pre-post knowledge and understanding. Findings suggested that 87.3% (110/126, 95%CI: 75.9 – 89.4, p < 0.001) achieved performance indicators and reported the OSLE method as an effective tool for the assessment of knowledge and understanding of research skills in pharmacy education. The predictive model suggested a strong positive effect associated with article appraisal, article application, self-reporting of knowledge and self-reporting of understating (R2 0.47, F-1.26, p < 0.001). Conclusion: The findings suggested the OSLE method as an effective tool of assessment in pharmacy education. A negative impact of MOODLE-based learning was found with self-reflection on knowledge.

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“…Feedback is an important part of clinical training programs for healthcare professionals and is a Key Element and Advanced Pharmacy Practice Experience curriculum assessment expectation according to ACPE "Standards 2016." 7,[9][10][11] Thus, feedback is frequently provided to pharmacy learners from a multitude of sources to advance a learner's knowledge and skills closer to that of practicing pharmacists. 10 Specifically, feedback regarding patient work-up, where clinical reasoning skills are essential, is among the most common feedback pharmacy learners will receive.…”

Section: Introductionmentioning

confidence: 99%

“…7,[9][10][11] Thus, feedback is frequently provided to pharmacy learners from a multitude of sources to advance a learner's knowledge and skills closer to that of practicing pharmacists. 10 Specifically, feedback regarding patient work-up, where clinical reasoning skills are essential, is among the most common feedback pharmacy learners will receive. 12 Feedback has many potential benefits and is essential for the correction of student knowledge, reinforcement of correct learning, and documenting progression toward student goals.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Expert Feedback to Determine Intellectual Standards for Student Pharmacist Clinical Reasoning Development

Nelson

Rhoney

2023

American Journal of Pharmaceutical Education

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Objectives: Clinical reasoning (CR) is one of the most important skill sets to be instilled in pharmacy learners. Feedback has been proposed as a pedagogy to improve CR skills, however, essential components of CR have yet to be determined within pharmacy education. This study sought to identify these essential components that could be used to help focus CR feedback to realize the desired outcomes of the Pharmacists' Patient Care Process (PPCP). Methods: Deidentified clinical reasoning "Keep," "Start," or "Stop" (KSS) feedback comments from third professionalyear student written CR Think-Alouds, with sections mapped to the PPCP, was coded by two independent investigators according to proposed essential components of CR using an adapted grounded theory approach. Investigators could inductively add codes after conferring with the other. Coded feedback was analyzed using a summative content approach. Inter-coder reliability was calculated via Holsti index. Results: Five essential components of CR were identified after analysis of 635 KSS comments. The five essential components of CR were coded 1178 times. "Accurate," "Concise," "Specific," and "Thorough" were identified a priori while "Connected" was discovered during feedback comment review. Literature analysis added supporting data to these results through the Paul-Elder Critical Thinking Framework. To maintain consistency within educational language, these essential components will be called intellectual standards moving forward. Conclusion: This novel study successfully identified five key intellectual standards of CR. These intellectual standards provide a framework for pharmacy educators to consistently focus feedback to improve student CR skills. Future research for other intellectual standards pertinent to experiential education is imperative.

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Feedback in clinical pharmacy education

Cited by 12 publications

References 8 publications

Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

Evaluation of self-reported knowledge and understanding towards a blended research course among pharmacy students: Objective Search Literature Evaluation (OSLE) method validation

Analysis of Expert Feedback to Determine Intellectual Standards for Student Pharmacist Clinical Reasoning Development

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