Preceptor confidence and engagement in providing leadership activities to students in advanced pharmacy practice experiences.

Introduction: Preceptor perceptions about providing leadership activities during the fourth year of the doctor of pharmacy curriculum were examined.

Methods: An anonymous questionnaire was sent electronically to 610 preceptors of fourth year doctor of pharmacy students in August 2015 inquiring about confidence in leadership ability, extent of student engagement in leadership activities, and preceptor support needed. Differences based on leadership background, such as formal training, were examined using independent t-test.

Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model.

To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework's dimensions and sub-dimensions.

Design, Implementation, and Outcomes of a Three-week Pharmacy Bridging Course.

To evaluate the design, implementation, and outcomes of a three-week pharmacy bridging course (PBC) covering five math and science areas for first-year doctor of pharmacy students in fall 2015. Each topic was taught as a separate module. All five modules used pre- and post-module assessments to measure student knowledge and confidence.

Evaluation of a Teaching Assistant Program for Third-Year Pharmacy Students.

To determine if a teaching assistant (TA) program for third-year pharmacy students (PY3s) improves confidence in teaching abilities. Additionally, 3 assessment methods (faculty, student, and TA self-evaluations) were compared for similarities and correlations. An application and interview process was used to select 21 pharmacy students to serve as TAs for the Pharmaceutical Care Laboratory course for 2 semesters.

Cognitive apprenticeship in health sciences education: a qualitative review.

Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term "cognitive apprenticeship" only in reference list.

Student Perceptions of a Flipped Pharmacotherapy Course.

Objective: To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course.

Design: Key foundational content was packaged into interactive, text-based online modules for self-paced learning prior to class. Class time was used for active and applied-but primarily case-based-learning.

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance.

Objective: To examine the relationship between admissions, objective structured clinical examination (OSCE), and advanced pharmacy practice experience (APPE) scores.

Methods: Admissions, OSCE, and APPE scores were collected for students who graduated from the doctor of pharmacy (PharmD) program in spring of 2012 and spring of 2013 (n=289). Pearson correlation was used to examine relationships between variables, and independent t test was used to compare mean scores between groups.

Student experiences across multiple flipped courses in a single curriculum.

Context: The flipped classroom approach has garnered significant attention in health professions education, which has resulted in calls for curriculum-wide implementations of the model. However, research to support the development of evidence-based guidelines for large-scale flipped classroom implementations is lacking.

Objectives: This study was designed to examine how students experience the flipped classroom model of learning in multiple courses within a single curriculum, as well as to identify specific elements of flipped learning that students perceive as beneficial or challenging.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

Objective: To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students.

Design: In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises.

Assessment: Students who accessed all online module segments participated in more in class clicker questions (p=0.