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Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management
To determine the impact of advanced pharmacy practice experiences (APPE) on student self-confidence related to medication therapy management (MTM), fourth-year pharmacy students were surveyed pre/post APPE to: identify exposure to MTM learning opportunities, assess knowledge of the MTM core componen...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5622351/ https://www.ncbi.nlm.nih.gov/pubmed/28970451 http://dx.doi.org/10.3390/pharmacy5030039 |
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author | Parker, Wendy M. Donato, Kirsten M. Cardone, Katie E. Cerulli, Jennifer |
author_facet | Parker, Wendy M. Donato, Kirsten M. Cardone, Katie E. Cerulli, Jennifer |
author_sort | Parker, Wendy M. |
collection | PubMed |
description | To determine the impact of advanced pharmacy practice experiences (APPE) on student self-confidence related to medication therapy management (MTM), fourth-year pharmacy students were surveyed pre/post APPE to: identify exposure to MTM learning opportunities, assess knowledge of the MTM core components, and assess self-confidence performing MTM services. An anonymous electronic questionnaire administered pre/post APPE captured demographics, factors predicted to impact student self-confidence (Grade point average (GPA), work experience, exposure to MTM learning opportunities), MTM knowledge and self-confidence conducting MTM using a 5-point Likert scale (1 = Not at all Confident; 5 = Extremely Confident). Sixty-two students (26% response rate) responded to the pre-APPE questionnaire and n = 44 (18%) to the post-APPE. Over 90% demonstrated MTM knowledge and 68.2% completed MTM learning activities. APPE experiences significantly improved students’ overall self-confidence (pre-APPE = 3.27 (0.85 SD), post-APPE = 4.02 (0.88), p < 0.001). Students engaging in MTM learning opportunities had higher self-confidence post-APPE (4.20 (0.71)) vs. those not reporting MTM learning opportunities (3.64 (1.08), p = 0.05). Post-APPE, fewer students reported MTM was patient-centric or anticipated engaging in MTM post-graduation. APPE learning opportunities increased student self-confidence to provide MTM services. However, the reduction in anticipated engagement in MTM post-graduation and reduction in sensing the patient-centric nature of MTM practice, may reveal a gap between practice expectations and reality. |
format | Online Article Text |
id | pubmed-5622351 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-56223512017-10-04 Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management Parker, Wendy M. Donato, Kirsten M. Cardone, Katie E. Cerulli, Jennifer Pharmacy (Basel) Article To determine the impact of advanced pharmacy practice experiences (APPE) on student self-confidence related to medication therapy management (MTM), fourth-year pharmacy students were surveyed pre/post APPE to: identify exposure to MTM learning opportunities, assess knowledge of the MTM core components, and assess self-confidence performing MTM services. An anonymous electronic questionnaire administered pre/post APPE captured demographics, factors predicted to impact student self-confidence (Grade point average (GPA), work experience, exposure to MTM learning opportunities), MTM knowledge and self-confidence conducting MTM using a 5-point Likert scale (1 = Not at all Confident; 5 = Extremely Confident). Sixty-two students (26% response rate) responded to the pre-APPE questionnaire and n = 44 (18%) to the post-APPE. Over 90% demonstrated MTM knowledge and 68.2% completed MTM learning activities. APPE experiences significantly improved students’ overall self-confidence (pre-APPE = 3.27 (0.85 SD), post-APPE = 4.02 (0.88), p < 0.001). Students engaging in MTM learning opportunities had higher self-confidence post-APPE (4.20 (0.71)) vs. those not reporting MTM learning opportunities (3.64 (1.08), p = 0.05). Post-APPE, fewer students reported MTM was patient-centric or anticipated engaging in MTM post-graduation. APPE learning opportunities increased student self-confidence to provide MTM services. However, the reduction in anticipated engagement in MTM post-graduation and reduction in sensing the patient-centric nature of MTM practice, may reveal a gap between practice expectations and reality. MDPI 2017-07-11 /pmc/articles/PMC5622351/ /pubmed/28970451 http://dx.doi.org/10.3390/pharmacy5030039 Text en © 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Parker, Wendy M. Donato, Kirsten M. Cardone, Katie E. Cerulli, Jennifer Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management |
title | Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management |
title_full | Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management |
title_fullStr | Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management |
title_full_unstemmed | Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management |
title_short | Experiential Education Builds Student Self-Confidence in Delivering Medication Therapy Management |
title_sort | experiential education builds student self-confidence in delivering medication therapy management |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5622351/ https://www.ncbi.nlm.nih.gov/pubmed/28970451 http://dx.doi.org/10.3390/pharmacy5030039 |
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