Browsing by Subject "experiential education"

Now showing 1 - 3 of 3
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    Baseline Knowledge and Education on Patient Safety in the Ambulatory Care Setting for 4th Year Pharmacy Students
    (University of Minnesota, College of Pharmacy, 2015) Skelley, Jessica W.; Carpenter, Chase; Elkins, Trisha; Woolley Jr, Thomas W.; Dugan, B. DeeAnn
    Objectives: To assess the baseline knowledge of fourth year student pharmacists on their ability to properly identify and categorize medication related problems (MRP) during their Advanced Pharmacy Practice Experience (APPE) in the ambulatory care setting, and to assess the efficacy of a written resource designed to educate and train users on identification and documentation of MRP’s and used for this purpose with participating students on their ambulatory care APPE. Methods: A pretest consisting of ten multiple-choice questions was administered electronically to fourth year student pharmacists (N=18) at the start of their ambulatory care APPE. The test was designed to assess both the students’ baseline knowledge regarding MRP’s, and their ability to identify a wide variety of medication-related problems. Students then received a written copy of The Medication Therapy Intervention & Safety Documentation Program training manual and were asked to read it in its entirety in the first week of their APPE. Finally, students were given a posttest survey (identical to the pretest) to complete to assess if their knowledge had increased from baseline. Results: The average score for the 18 students taking the baseline knowledge pre-test was 63.33%, indicating limited baseline knowledge regarding the identification and classification of MRP’s. In assessing the effectiveness of the written training document, the overall posttest results compared to pretest results did not indicate improvement in students’ knowledge or ability to properly identify and classify medication related problems (MRP) after reviewing the training manual. The average scores declined from 63.33% on the pretest to 62.78% on the posttest, although this was not found to be statistically significant (p = 0.884). However, a statistically significant decline in students’ knowledge occurred on one specific question, which tested their ability to classify MRP’s (p = 0.029). Conclusions: Based on the results of the pre-test, students at our institution enter their APPE year with limited baseline knowledge of medication safety within the ambulatory care setting. Results from the posttest indicate potential ineffectiveness of a written document in providing effective education on MRP’s to students in the experiential setting. Education may be made more effective with a hands-on, active learning approach that overcomes the limitations of other passive forms of learning.
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    Determinants of school completion: Student perceptions of success at an experiential learning high school
    (2015-10) Hagen, Elizabeth
    Although high schools in the United States use a wide range of interventions to increase school completion, a large number of students still drop out each year. Research has shown that, to be effective, interventions must facilitate engagement in learning and connectedness to school. The scale of the dropout crisis suggests that there is a significant population of students who may benefit from interventions that are more comprehensive than supplemental supports in a traditional school environment. The purpose of this phenomenological case study was to develop an understanding of the experience of successful students at an experiential high school in order to examine experiential education as a whole school approach to facilitating school completion. The fourteen participants were students who enrolled at an experiential high school after becoming disengaged at other schools. According to these students, the structures of an experiential high school—notably, projects, expeditions, advising, and a close-knit community—created a school experience of meaningful academic learning and strong relationships that made them feel valued as individuals. Projects and expeditions provided the context for relevant and meaningful learning experiences and created opportunities for relationships to emerge and strengthen. Students associated feelings of being accepted, challenged, and supported with the format of the school, including membership in a close-knit community and the centrality of the advisory relationship. For participants in this study, these experiences were part of a progression that began when students recognized they wanted to leave previous schools and ended when students reflected back on successes as they approached graduation.
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    Development and Implementation of a Novel Lifestyle Medicine Advanced Pharmacy Practice Experience Elective
    (University of Minnesota, College of Pharmacy, 2012) Gillespie, Nicole D.; Lenz, Thomas L.
    Objective: To develop and implement an Advanced Pharmacy Practice Experience (APPE) to increase student’s awareness and use of lifestyle modifications in chronic disease prevention and management. Design: A five-week APPE was developed that utilized a wide variety of activities, including direct patient care, patient education, case studies, journal clubs and reflective assessment and writing to explore various lifestyle modifications and their relation to chronic disease prevention and management. Conclusion: The novel lifestyle medicine APPE provides students a unique opportunity to advance their knowledge in therapeutic lifestyle changes and expand their understanding of the pharmacist’s role in chronic disease prevention and management.