Evaluation of a Newly Established Layered Learning Model in an Ambulatory Care Practice Setting

Currents in Pharmacy Teaching & Learning
Barbara Kasper, Angela Brownfield

Abstract

Given the need to accommodate overlapping longitudinal Introductory Pharmacy Practice Experience (IPPE) students and Advanced Pharmacy Practice Experience (APPE) students at regular intervals while meeting clinical demands, the opportunity to establish a layered learning model (LLM) became evident at University of Missouri - Kansas City School of Pharmacy. The purpose of this project was to establish an LLM at an ambulatory care site, observe the teaching-learning interactions between IPPE and APPE students, and evaluate student perceptions of the experience. The LLM was implemented over the course of three traditional semesters during Spring 2016 through Spring 2017. Clinical services were offered 2.5 days per week. Overlapping student instructional time was established in conjunction with the provision of clinical pharmacy services and the structure of each rotation type. Third-year (P3) IPPE and fourth-year (P4) APPE students, who participated in the LLM at this site, completed a course evaluation pertaining to their experiences. The evaluation focused on APPE and practice readiness, as well as strengths and limitations of the LLM. All 16 students completed the evaluation (100% response rate). All IPPE students indicated the...Continue Reading

Citations

Jul 10, 2020·The Journal of Pediatric Pharmacology and Therapeutics : JPPT : the Official Journal of PPAG·Lea S EilandKristine A Parbuoni
Jan 18, 2021·Currents in Pharmacy Teaching & Learning·A Joseph PlottStacy Taylor

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