Providing quality improvement training in an advanced pharmacy practice experience elective.

Curr Pharm Teach Learn

University of Alberta, Department of Medicine, Clinical Department of Medicine, Alberta Health Services, 13-103 Clinical Science Building, 11350 - 83 Ave. NW, Edmonton, AB T6G 2V2, Canada. Electronic address:

Published: April 2021

AI Article Synopsis

  • The study addresses the growing importance of Quality Improvement (QI) in pharmacy education and outlines the implementation of a QI training program for fourth-year pharmacy students.
  • The curriculum was structured over eight weeks, combining theoretical learning with hands-on experience facilitated by a local health organization, allowing students to engage in QI projects.
  • Student feedback highlighted the benefits of course flexibility and supportive guidance, while also identifying the need for fewer assignments and better access to clinical support for enhanced learning.

Article Abstract

Background And Purpose: Quality Improvement (QI) science is a burgeoning component of healthcare systems and the practice of pharmacy. There is limited published literature on the implementation of QI training in undergraduate pharmacy education. We describe the development and implementation of QI training in an experiential course.

Educational Activity And Setting: A QI curriculum was developed for an existing eight-week pharmacy practice elective experience for year four pharmacy students. The curriculum was divided into two, four-week blocks, combining didactic instruction and applied learning activities. A partnership between university departments and a local health organization provided a QI preceptor along with an interdisciplinary clinical team in an acute care setting to improve clinical services.

Findings: Six students have completed the elective along with completing three QI projects. The Kirkpatrick 4 level model guided course evaluation. A curriculum strength was no additional cost or educational burden on the faculty of pharmacy and pharmaceutical sciences. Students recognized benefit from (1) course flexibility and independence to learn, (2) clear expectations and weekly guidance from the preceptor, (3) alignment of weekly readings and real-time application of QI concepts, and (4) the Institute for Healthcare Improvement education modules. Reducing the number of assigned tasks per week and improving availability of the clinical QI team to support student learning were identified as areas for improvement.

Summary: This elective course demonstrated a starting point from which QI education can be formally included in pharmacy undergraduate education.

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Source
http://dx.doi.org/10.1016/j.cptl.2020.11.013DOI Listing

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