Using peer teaching to introduce the Pharmaceutical Care Model to incoming pharmacy students

Kolar, Claire; Hager, Keri D.; Janke, Kristin K.

doi:10.1016/j.cptl.2017.10.011

Cited by 10 publications

(8 citation statements)

References 20 publications

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“…The instructors need to spend more time with students and improve their teaching quality by making the education sessions more interactive and increasing clinical knowledge transfer through problembased solving and learning. In recent years, several teaching methods, such as virtual learning, 29,30 fishbowl activities, 31 mobile-based lectures, 32 and TBL, [33][34][35] have been developed and tried in order to improve clinical pharmacy education. Of all those mentioned, TBL has been given greater emphasis for pharmacotherapy courses since it is associated with several benefits for student learning and reduces the amount of time taken by the instructors.…”

Section: Discussionmentioning

confidence: 99%

Quality of Pharmacotherapy Lectures and Instructor Teaching Skills of the Pharm D Program in India: A Nationwide Survey

Bhagavathula¹,

Bandari²,

Fialová³

2021

IJPER

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Objectives: The present study aimed to evaluate the quality of pharmacotherapy (PT) lectures provided to PharmD students and to assess the teaching skills of the instructors. Materials and Methods:A cross-sectional study was conducted using a self-administered Instructional Skills Questionnaire (ISQ) instrument containing 39 items which was distributed to 1000 PharmD students who completed the PT courses during their third and fourth years of the PharmD program in India during the 2017/2018 academic year. Results: A total of 695 students completed the survey (response rate of 69.5%). The mean age (±standard deviation) was 21.9 ± 1.57) years, females 63% who completed their PT course during third-(49.1%) and fourth years (50.9%) of the PharmD program. The student participants indicated that their PT lecturer dedicated an average of 5.29 ± 3.39 hr/week to classroom teaching and 2.70 ± 3.29 hr to bedside teaching. Only a limited number of PharmD students agreed that their instructor explained the subject clearly (27.8%), gave PT summaries (32%), made the lectures enjoyable (33.8%) and discussed important topics (38.7%) with them. Overall, more than half (58%) of the students rated their quality of PT lectures as "average," and only 28.3% of the PharmD students agreed that they achieved PT learning outcomes. Conclusion: Our study revealed that most student participants rated the quality of PT lectures as "average" resulting in sub-optimal achievement of their learning outcomes. PharmD programs should continue to review the quality of PT lectures and incorporate advanced pedagogical practices to improve PT instructor teaching skills.

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Section: Discussionmentioning

confidence: 99%

Quality of Pharmacotherapy Lectures and Instructor Teaching Skills of the Pharm D Program in India: A Nationwide Survey

Bhagavathula¹,

Bandari²,

Fialová³

2021

IJPER

View full text Add to dashboard Cite

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“…The experts worked together, using a previously published rubric, to ensure consistent grading, performed as a separate part of the study [15]. The rubric [13] was used to grade concept maps, based on concepts identified, on a scale of good, better, or best. This scale was translated for purposes here to a scale of 1 to 3.…”

Section: Data Comparisonmentioning

confidence: 99%

“…The use of concept mapping in the pharmacy curriculum is becoming more prevalent in recent years as shifts to accreditation standards encourage more engaged and active learning. Concept maps are currently used to facilitate the learning of disease state knowledge such as pain and cardiovascular diseases, as well as an understanding of the Pharmacists Patient Care Process [11][12][13]. Furthermore, concept maps have also been used as an assessment device in pharmacy classrooms [14].…”

Section: Introductionmentioning

confidence: 99%

Testing of a Program to Automatically Analyze Students’ Concept Maps

et al. 2020

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Concept maps are graphical representations of how various concepts relate to one another. Assessment of concept maps developed by students in the pharmacy curriculum helps to evaluate student understanding of course material. However, providing feedback on concept maps can be time-consuming and often requires the grader to be a content expert. The purpose of this study was to develop and validate a software program to provide students with feedback on their concept map performance. Student maps for four different disease states were compared against expert concept maps. The analysis of the program compared favorably to a manual assessment of student maps for the maps’ complexity and content but did not correlate for their organization. The value of using a software program to quickly and efficiently analyze concept maps is discussed.

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“…Peer-assisted learning (PAL), a broad term that describes diverse learning processes between students at or near the same academic level, comprises peer-tutoring, peer-teaching, peer-mentorship, peer-assessment, and peer-modeling. 1,2 PAL has been reported in health professions education, including medicine, nursing, physical therapy and pharmacy, to provide academic support to students 1,[3][4][5][6][7][8][9][10][11][12][13] . Since students' academic success is an important measure of quality education, institutions monitor student performance and provide academic support services to students in academic difficulty.…”

Section: Introductionmentioning

confidence: 99%

A Programmatic Approach to Peer-Led Tutoring to Assist Students in Academic Difficulty

Nwaesei

Liao

2023

American Journal of Pharmaceutical Education

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Objective. To evaluate a peer-led tutoring program to assist students in academic difficulty in the didactic curriculum across multiple courses using one-on-one and large group peer-led sessions, and to evaluate the academic performance and perceptions of students in this program. Methods. This study involved student pharmacists in their second through fourth professional year (P2 -P4) who served as tutors, and P1 -P3 tutees. Tutoring was offered in multiple didactic courses using one-on-one and large group peer-led sessions. Didactic curriculum completion rates and perceptions of the program were assessed. Results. A total of 463(47%) P1 -P3 student pharmacists utilized the one-on-one or large group peer-led tutoring services in 28 courses across four academic years. Tutored students had a lower grade distribution compared to non-tutored students suggesting a more at-risk group for academic failures and dismissals. Despite this, the didactic curriculum completion rate was comparable between tutored and the non-tutored students during the study period, suggesting a benefit of the program in reducing academic dismissals of the at-risk tutored students. On the perceptions survey, 95% of respondents felt they improved their study habits and 92% felt more confident in their ability to succeed. Conclusion. This peer-led tutoring program appeared to be successful in providing comparable didactic curriculum completion rates of tutored students who were an at-risk group for academic failures and dismissals compared with nontutored students. The tutoring program structure and design may be a useful tool for other colleges of pharmacy as they seek ways to assist students.

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Using peer teaching to introduce the Pharmaceutical Care Model to incoming pharmacy students

Cited by 10 publications

References 20 publications

Quality of Pharmacotherapy Lectures and Instructor Teaching Skills of the Pharm D Program in India: A Nationwide Survey

Quality of Pharmacotherapy Lectures and Instructor Teaching Skills of the Pharm D Program in India: A Nationwide Survey

Testing of a Program to Automatically Analyze Students’ Concept Maps

A Programmatic Approach to Peer-Led Tutoring to Assist Students in Academic Difficulty

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