Global Health Learning Outcomes in Pharmacy Students Completing International Advanced Pharmacy Practice Experiences

Steeb, David R.; Miller, Monica L.; Schellhase, Ellen; Malhotra, Jodie; McLaughlin, Jacqueline E.; Dascanio, Sarah A.; Haines, Stuart T.

doi:10.5688/ajpe7586

Cited by 17 publications

(17 citation statements)

References 34 publications

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“…While the objective of two prior studies of this research was to determine what students learned while abroad on international APPEs, discussion with the research team and analysis of the analytic memos from the coding process revealed new questions as to how students learned these outcomes while abroad [14,15]. Utilizing the aforementioned codebook (Supplementary Materials), the researchers went back to the original open response survey and focus group data and analyzed these through the lens of Mezirow's Transformative Learning Theory and Kolb's Experiential Learning Theory to examine the connectivity between codes as students progressed on their international APPE [8,9].…”

Section: Study Methodsmentioning

confidence: 99%

“…Further, there is no research on how the learning outcomes from these core competencies may interact with each other to explain how students actually learn while abroad. From 2017-2018, researchers from three Universities assessed knowledge, skills, and attitudes of student pharmacists who completed international APPEs using the CUGH global competency framework [14,15]. The purpose of this study is to describe the development of a new learning model that helps describe how student pharmacists acquired their learning outcomes during an international APPE.…”

Section: Introductionmentioning

confidence: 99%

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Development of a Global Health Learning Progression (GHELP) Model

et al. 2020

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There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes.

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Section: Study Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of a Global Health Learning Progression (GHELP) Model

et al. 2020

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“…A more parsimonious model was derived using backward selection with a criteria of p,.10, which is the default criteria for retaining predictors during backward selection in many statistical packages. 20,21 In other words, the parsimonious model was generated iteratively by removing variables with the highest p values in a stepwise fashion until all variables in the model were p,.10. Parsimonious models explain the data with a minimum number of predictor variables.…”

Section: Methodsmentioning

confidence: 99%

Global Health Learning Outcomes by Country Location and Duration for International Experiences

Steeb

Miller

Schellhase

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To determine the impact of country income classification and experience duration on learning outcomes for student pharmacists participating in international advanced pharmacy practice experiences (APPEs). Methods. A mixed-methods, longitudinal study evaluated 81 fourth-year student pharmacists participating in an international APPE through one of three US universities. A pre-post survey was administered to evaluate students' self-perceived growth across 13 competencies established by the Consortium of Universities for Global Health (CUGH). The survey included four additional openended questions. Student pharmacists were also invited to participate in a focus group. Paired and independent t tests and multiple linear regression were conducted. Qualitative survey and focus group data underwent a two-cycle, open-coding process using conventional content analysis. Results. Students who completed their APPE in a low-to middle-income country had greater growth in all CUGH competency statements compared to those who completed their APPE in a high-income country. Completing the APPE in a low-to middle-income country and prior travel for non-vacation purposes were significant predictors of student growth. Students who went to a low-to middle-income country demonstrated increased cultural sensitivity, more patient-centered care, and skill development, while students who went to a high-income country displayed increased knowledge regarding differences in health care system components, pharmacy practice, pharmacy education, and an appreciation for alternative patient care approaches. Conclusion. Learning outcomes differed between students who completed an APPE in a high-income rather than a low-to middle-income country, with both types of locations providing valuable educational opportunities and professional and personal development.

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“…These experiences increase student pharmacists' cultural awareness, selfawareness, and knowledge of public health, while providing an environment for them to gain confidence in providing clinical care and making recommendations. [39][40][41] For students interested in a career with a public health emphasis, engaging in domestic and international outreach events is a way to gain a deeper appreciation for disparities in health.…”

Section: Unique Opportunities For Students In Ambulatory Carementioning

confidence: 99%

Student pharmacists’ role in enhancing ambulatory care pharmacy practice

Pamulapati

Hess

2020

Pharm Pract (Granada)

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With a primary care physician shortage, utilization of pharmacists in the ambulatory care setting has proven to have positive economic and clinical outcomes for the practice and for patients. To extend the reach of the pharmacists, students may assist with patient care activities, such as medication reconciliation, point-of-care testing, and counseling. Evidence has shown that students benefit in building confidence, as well as improved perceptions of interprofessional care, while positive patient outcomes are maintained. There are many methods for schools to integrate these experiences early into their curriculum, as well as for students to explore opportunities on their own.

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Global Health Learning Outcomes in Pharmacy Students Completing International Advanced Pharmacy Practice Experiences

Cited by 17 publications

References 34 publications

Development of a Global Health Learning Progression (GHELP) Model

Development of a Global Health Learning Progression (GHELP) Model

Global Health Learning Outcomes by Country Location and Duration for International Experiences

Student pharmacists’ role in enhancing ambulatory care pharmacy practice

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