Background: A capstone course often serves as the final checkpoint of student readiness before the commencement of experiential training. The purpose of this study was to determine if the assessment components from the capstone course can serve as predictors of student performance during their Advanced Pharmacy Practice Experiences (APPEs).
Methods: Student data was analyzed to observe the correlation between performance in the Pharmacy Curriculum Outcomes Assessment (PCOA), student performance in the capstone course, and the overall grade point average (GPA) earned during APPEs. Spearman rank correlation analysis, multiple linear regression, and Mann-Whitney U test were used for statistical analysis.
Results: A statistically significant positive correlation was observed between the overall APPE GPA and students' capstone course grade, top drug competency exam score, pharmacy calculation competency exam score, and PCOA exam score. A significant regression equation was obtained during the analysis: (F(5, 97) = 5.62, p < 0.001), with an R2 = 0.225 (adjusted R2 = 0.185). In the linear regression model, capstone GPA emerged as a significant predictor (β = 0.155; p = 0.019) of APPE GPA amongst the tested variables. Additionally, students scoring < 73% on the top drug competency exam in the capstone course or less than the reference group in the PCOA exam were found to have significantly lower GPA during their APPEs compared to other students.
Conclusion: Performance on the top drug competency exam and the PCOA exam can serve as potential predictors of success during APPEs.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10943824 | PMC |
| http://dx.doi.org/10.1186/s12909-024-05287-4 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Mentoring Fellows into Career Educators through a Multispecialty Clinician-Educator Course.
ATS Sch
December 2024
Division of Pulmonary, Critical Care, Sleep Medicine & Physiology and.
Background: Subspecialty fellows are a unique group of trainees for whom there currently exist few opportunities to pursue formal training as clinician-educators, as singular fellowship programs often face significant obstacles to implementing such coursework.
Objective: To develop, implement, and assess a clinician-educator course for fellows from multiple subspecialty fellowships at a single large academic medical center.
Methods: Our course, entitled Fellow as Clinician-Educator, was initiated across numerous fellowship programs from August 2021 to April 2023 at University of California San Diego Health.
Doctoral education for physician assistants/associates: trends and characteristics in the U.S.
BMC Med Educ
January 2025
Physician Assistant Leadership and Learning Academy, University of Maryland, 520 West Fayette St, Suite 130, 21201, Baltimore, Maryland, USA.
Article Synopsis
- A study was conducted to explore the growth and features of PA-specific post professional doctoral programs in the U.S. over the last decade, focusing on their structure and outcomes.
- The research identified 24 accredited programs, mostly under three years old, with a significant proportion based in private institutions and geared exclusively towards physician assistants (PAs).
- The analysis revealed variations in program delivery, such as online vs. in-person formats and different areas of concentration, as well as inconsistencies in research education expectations and requirements across programs.
Use of an electronic health record training environment with a longitudinal patient case as a teaching tool in an APPE-readiness course.
Curr Pharm Teach Learn
December 2024
Department of Pharmacy Practice, Temple University School of Pharmacy, United States of America. Electronic address:
Background: The integration of Electronic Health Records (EHRs) in healthcare has changed how healthcare is performed, necessitating a comprehensive understanding of these systems among pharmacists. The ability to navigate EHRs is crucial for pharmacy students' success in introductory and advanced pharmacy practice experiences (IPPEs and APPEs). This manuscript describes the development and use of an EHR training environment in an APPE-readiness course.
View Article and Find Full Text PDFDevelopment of a capstone exam as pre-advanced pharmacy practice experiences domains assessment.
Curr Pharm Teach Learn
December 2024
School of Pharmacy, Duquesne University, 600 Forbes Avenue, Pittsburgh, PA 15282, United States of America. Electronic address:
Introduction: Accreditation Council for Pharmacy Education's (ACPE) standards require pharmacy schools to assess Advanced Pharmacy Practice Experience (APPE) readiness. This paper describes the development and implementation of a Capstone Exam for assessing APPE-readiness and exploration of potential correlations between student performance on the Exam and performance measures within the didactic curriculum.
Methods: Faculty developed a Capstone examination aligned to the Pre-APPE Domains in Appendix A of the ACPE standards consisting of five stations assessing skills, which include: interviewing, counseling, prescription checking, professional communication, and inpatient order verification.
Experiences of Simulated Phone Death Notification.
Clin Teach
February 2025
Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA.
Background: Physicians perform many difficult skills, but notifying loved ones about the death of a family member is a particularly challenging skill that requires specific training. Descriptions of such training are lacking in the literature. We developed a formative standardised patient encounter on death notification over the telephone for fourth-year medical students and evaluated their qualitative perspectives, including emotional safety.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!