Abstract Sample 1
Design and Implementation of a Remediation Program to Improve Competence in a Self-Care Course
Objective: To develop an innovative remediation program for students who received a failing grade in a self-care course to improve knowledge and skills.
Methods: As a result of students being referred for remediation, faculty created and implemented a unique remediation program to ensure mastery of content. A standardized plan was designed that focused on principal areas for development, all mapped to course objectives. Areas of deficiency were identified for each student using exam score data and metrics and incorporated into an individualized plan. The program consisted of a self-directed review of material and on-site session with faculty. During this session, students reviewed patient cases for each content area identified, triaged and recommended appropriate treatment for the patient, and provided relevant counseling points to faculty reviewers. Faculty developed cases and rubrics for assessment of proficiency.
Results: A total of 8 students have progressed through the remediation program successfully. One student required a second remediation, while the other 7 students passed upon first attempt. Of those students requiring remediation in the self-care course, seven students (88%) have been retained in the program since completing subsequent coursework with usual progression. Faculty time investment has varied year to year, but is generally kept to a few hours per student.
Implications: While academic progression policies vary amongst institutions, the option to address student knowledge deficits through remediation are becoming more popular as a means to ensure competence while also retaining the student in the program. The remediation strategy implemented here has shown to be successful at overcoming deficits and also developing student for ongoing success.
Key Terms: remediation; critical thinking; assessment
Abstract Sample 2
Incorporation of a Self-Care Competency Assessment into a Second-Year Dispensing and Patient Care Course
Objectives: To encourage successful practical application of self-care knowledge by creating a “high stakes” competency for second-year pharmacy students.
Methods: As part of a Dispensing and Patient Care II lab, second-year pharmacy students are required to pass a self-care competency in which they give a recommendation for a nonprescription product to a patient or referral to a primary care provider. Students are allowed two attempts to pass the competency with a score of 70%. Assessment occurs using a faculty-developed checklist. Students prepare for the competency with six to eight simulated cases via a learning management system (Canvas) over the course of four labs, and both a live group and one-on-one nonprescription product recommendation/referral case.
Results: Students participate in didactic coursework in Pharmacotherapeutics I: Focus on Nonprescription Products & Self-Care; however, practical application is necessary. Over six offerings of the Dispensing and Patient Care II lab (3 campus cohorts, 3 distance cohorts), 100% (n=472) of students passed the competency with a score of 70% in two attempts. 451 students (95.5%) achieved a passing score of 70% in one attempt. Data are being evaluated to determine average scores and campus student versus distance student performance.
Conclusions: Proficiency in live self-care recommendations/referrals is necessary for future practicing pharmacists. Creating a “high stakes” competency encouraged students to practice and ultimately successfully complete an assessed live self-care recommendation/referral. Future plans include incorporation of more disease states into competency scenarios and the creation of more practice activities to prepare students for the competency.
Key Terms: Self-care, Nonprescription product, High Stakes, Competency
Abstract Sample 3
Implementation of a multi-station diabetes self-care workshop incorporating standardized competency assessments
Objective: To implement a multi-station diabetes workshop within a year-long, self-care course for first-year student pharmacists to gain standardized experiences in diabetes self-care.
Methods: In the 2016-2017 academic year, a multi-station diabetes self-care workshop was implemented in a self- care pharmacy course. Faculty identified 8 key diabetes-related skills and developed checklists to assess student competency. Fifty-seven first-year students completed the 8-station workshop over 2 hours, facilitated by eight faculty and volunteer preceptors. Before the workshop, students attended lectures on diabetes topics, including a pre-recorded lecture, and watched faculty-developed administrative technique demonstration videos. Students were divided into groups and rotated through stations in 8-10 minute increments. Facilitators reviewed skills and demonstrated techniques. Students practiced skills in pairs before facilitator competency evaluation.
Results: Midterm exam grades assessing diabetes self-care topics improved (92% in 2017 versus 84% in 2016). Students demonstrated knowledge retention on a diabetes Objective Structured Clinical Exam in the following quarter with an average score of 89.5% in their ability to identify, assess, and resolve hypoglycemia.
Conclusions: Implementing a multi-station diabetes workshop with standardized competency assessments maximizes student exposure to a variety of diabetes self-care topics within a limited time frame while standardizing the process of evaluating student competency. The workshop improved diabetes exam performance and knowledge retention in the subsequent quarter. The multi-modal workshop enhanced active learning with use of hands-on activities and peer-to-peer teach-back.
Key Terms: Diabetes self-management, Multi-station, Competency checklist, Facilitated workshop