As a result of restrictions imposed by COVID-19, many researchers have responded to the call for remote, advanced pharmacy practice experiences (APPEs) that do not involve direct patient care. The ...influx of materials on online pedagogy may be difficult for new preceptors to digest while familiarizing themselves with the APPE program. To complement the available guidance on remote learning for new preceptors, we describe our experiences with implementing a remote, research-focused APPE during COVID-19. Common challenges are discussed and potential solutions that may help new preceptors anticipate and overcome barriers to achieving the educational outcomes of research-focused APPE are proposed.
Evidence suggests that both pharmacy students and preceptors are struggling in the experiential setting. Underlying this phenomenon is a potential interconnected and cyclic set of behaviors being ...reinforced between students and preceptors. These behaviors can contribute to or are the result of higher levels of burnout and a decrease in the development of student clinical skills and subsequent performance on rotation. In this review, the authors investigate various challenges commonly encountered in the experiential environment. These challenges can range from an observed decrease in student engagement, motivation, and critical thinking skills to an increase in preceptor burnout and culture shifts in the clinical practice environments. These factors all ultimately impact patient care and overall student performance. For each challenge identified, strategies will be presented that can be implemented by students, preceptors, and pharmacy programs to break the cyclic pattern identified.
The phenomenon of rural depopulation is seen in many places around the world as young adults move to urban areas where there is greater access to employment, government services and social ...activities. In Cyprus rural villages exemplify this pattern of demographic decline. Depopulation creates a cycle of loss that influences community identity and feelings of belonging. In this paper I argue that heritage may play a role in building community resilience in socially and economically marginalised rural areas. I focus on the heritage work of a Cypriot regional primary school - how its teachers and pupils created a new common sense of identity for the school, its pupils and the rural villages that the school serves. This case illustrates how even small heritage initiatives may enliven, strengthen and create new social networks - resources necessary to maintain a sense of place, build and sustain community resilience in rural areas.
To enhance the human resources required for national development to cope with the change, countries in the world have positively invested in education, as national education in the future is ...necessary to cultivate new-generation citizens with new traits and abilities to cope with the possible impacts and challenges in the new century. For this reason, the education reform wave sweeps many countries. The experiential learning model in experiential education nowadays leads profit and non-profit organizations in the business community, education, and social worker groups to the alternative education trend. Various experiential learning curricula are therefore spread. Taking social workers in southern Taiwan as the research objects, a total of 227 social workers are preceded the 15-week (3 h per week for a total of 45 h) experimental research with the application of virtual reality to experiential education. The research results summarize that (1) experiential education with virtual reality would affect self-efficacy, (2) experiential education with virtual reality would affect learning motivation, and (3) self-efficacy reveals remarkably positive effects on learning motivation. According to the results, it is expected to increase the interaction among the social workers through the learning activity and internalize the experience in the practical learning process of communication, problem solving, and extrinsic interaction for the application to the work to achieve a better life.
A collaborative advanced pharmacy practice experience (APPE) education model established within a healthcare institution during the coronavirus disease 2019 (COVID-19) pandemic is described.
The ...COVID-19 pandemic caused a nationwide disruption of APPE pharmacy education. Healthcare institutions faced the challenge of educating APPE students while attempting to simultaneously de-densify work areas and reduce transmission risk for employees and patients. A pharmacist coordinator and pharmacist academic partners at a large teaching hospital created a collaborative common core curriculum model for resourceful implementation of APPE education. Healthcare network pharmacists, clinical pharmacist academic partners, and pharmacy residents delivered the curriculum to 35 pharmacy students over a 9-week time period. Main components of the curriculum included patient case discussions, topic discussions, journal club presentations, live continuing education (CE) webinars, and development of pharmacy technician CE programs. A majority of students reported positive experiences working with a variety of preceptors from different specialties (81%) and collaborating with students from other universities (62%).
A health system can leverage institutional, network-wide, and academic partner resources to implement a collaborative APPE curriculum during challenging times such as those experienced during the COVID-19 pandemic.
This article presents a novel experiential learning format that aims to develop participants' entrepreneurial competencies and entrepreneurial mindset. Furthermore, this study investigates factors ...that promote individuals' competency development and mindset formation when using this learning format. In this format, students practice enterprising behavior in daily life, rather than by starting a venture. Teams of participants receive a set of eight to 10 challenges. Each challenge asks participants to create value for other people. The challenges are not revealed until the exercise starts, and they are worked on for 1 or 2 days full-time. Each challenge allows participants to practice the competencies of generating ideas for opportunities, taking action, perseverance, networking and network utilization, teamwork, and convincing others. Collectively, this contributes to developing an enterprising mindset. This format is based on a comfort zone model and aims to promote significant learning in a short time. After a week, each participant submits a reflection on their actions during the experiential part. In this study, we analyze the experiences of 198 participating students from six courses in five countries to bring out the factors that contribute to students staying in versus leaving their comfort zone, and the types of learning which result. Learning occurs when participants leave their comfort zone and have experiences that surprise them, leading to novel realizations. Key to learning is the element of surprise.
Critical thinking and application of knowledge to an ambiguous patient care scenario are often difficult skills to cultivate in learners. Use of traditional teaching techniques (e.g. topic ...discussions and journal clubs) helps to develop these competencies within learners. However, alternative teaching strategies may help develop critical thinking and direct application. Debates have been used in healthcare education for decades with positive results. This paper provides supporting evidence for use of debates in pharmacy education and is designed to serve as a general guide for preceptors interested in implementing debates into the experiential setting. Specifically, the objectives are to: 1) highlight the pedagogical outcomes as reported in the literature, 2) offer practical considerations to implement debates as a teaching tool in experiential education, and 3) encourage future research and scholarship in this area.
Type: Idea Paper
Opportunities for experiential learning in teacher education are increasingly important as the demographics of teachers and students diverge. I draw on place-conscious pedagogies, funds of knowledge, ...and teacher development theories to inquire into pre-service teachers' developing conceptions of community as they engaged in a project meant to introduce them to the local communities. Findings suggest that PSTs’ experiences with communities growing up limit their understanding of reciprocity between communities and schools as teachers. The findings have implications for the ways that teacher educators incorporate experiential learning into their programs.
•The cultivation of reciprocity across groups was not considered valuable by PSTs.•PSTs disregarded the role they played in the construction of places.•PSTs should view themselves as involved in relationships with people and places.•Teacher educators could stress the transferability of the tools of inquiry.•All stakeholders should consider how they build reciprocal relationships.
PDF
