6 research outputs found
Development and Evaluation of Students’ Skills Critiquing Clinical Documentation
Objectives: The main objective is to evaluate students’ ability to critique simulated clinical documentation containing intentional errors. Exploratory objectives include comparing student performance on two note critique activities and comparing performance of two consecutive student cohorts.
Methods: Students are introduced to the skills of clinical documentation in the second professional year. To uniquely develop students’ ability to identify challenges that may be present with notes in their future practice, students were taught specific skills in critiquing documentation, with an emphasis on the errors and omissions commonly seen in different sections of the note based on the previous literature. Students were assessed on their ability to correctly critique two notes containing intentional errors in two teaching laboratory courses.
Results: A total of 159 students completed two note critique activities, identifying 87.0% of intentional errors built into both activities. On the individual note components, students identified 97.9%, 73.0%, 78.8%, and 95.5% of the intentional errors in the subjective, objective, assessment, and plan (SOAP) sections, respectively.
Conclusion: Students perform fairly well when identifying errors in poorly written SOAP notes. They seem to struggle most with identifying intentional errors in the objective and assessment sections. Future instructional efforts will target improving students’ abilities critiquing these sections.
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Type:Â Original Researc
Development and Evaluation of Students’ Skills Critiquing Clinical Documentation
Objectives: The main objective is to evaluate students’ ability to critique simulated clinical documentation containing intentional errors. Exploratory objectives include comparing student performance on two note critique activities and comparing performance of two consecutive student cohorts.
Methods: Students are introduced to the skills of clinical documentation in the second professional year. To uniquely develop students’ ability to identify challenges that may be present with notes in their future practice, students were taught specific skills in critiquing documentation, with an emphasis on the errors and omissions commonly seen in different sections of the note based on the previous literature. Students were assessed on their ability to correctly critique two notes containing intentional errors in two teaching laboratory courses.
Results: A total of 159 students completed two note critique activities, identifying 87.0% of intentional errors built into both activities. On the individual note components, students identified 97.9%, 73.0%, 78.8%, and 95.5% of the intentional errors in the subjective, objective, assessment, and plan (SOAP) sections, respectively.
Conclusion: Students perform fairly well when identifying errors in poorly written SOAP notes. They seem to struggle most with identifying intentional errors in the objective and assessment sections. Future instructional efforts will target improving students’ abilities critiquing these sections.
Type: Original Researc
Experience and Outcomes of a Pharmaceutical Care Leadership Residency Program
The University of Minnesota College of Pharmacy’s Ambulatory Care Residency Program has graduated 22 residents from its Leadership Emphasis program from 1999 to 2014. The Leadership Emphasis program is unique in its design, providing a set of experiences over two years focused on developing leadership skills in practice development, establishing personal influence, advocacy in the profession, and teaching. The program’s design has focused on bringing value to three distinct audiences: pharmacists enrolled in the program, the local pharmacy practice community, and the College of Pharmacy. This paper explores the program’s contributions in each of these areas.
Program graduates from 1999-2009 were interviewed and cited the independent, yet mentored, activities of the program as instrumental to their professional and personal development. The program has provided significant value to the College of Pharmacy, primarily in the form of instructional support, service to faculty practice sites and development of new practice sites for APPEs. Teaching and precepting hours offset the salary of the residents, resulting in financial benefits for the College. In the second year of the program, residents pursue development of new practice sites, 15 of which have been sustained to provide at least a half-time pharmacist position, having a direct impact on pharmacy practice development in the region.
The program provides a win-win-win situation for all the stakeholders involved. Schools and colleges of pharmacy are encouraged to consider whether a similar program may assist in achieving its own goals in practitioner development, teaching and learning, and community engagement
Providing Health Care Service-learning Experiences for IPPE Credit
Service-learning (SL) provides an opportunity for students to learn personal and professional skills while providing a useful service to the community. Many pharmacy education programs use SL within their curriculum because of the benefits to the community, the faculty, the learning institution and the student(s). While SL has been used in schools/colleges of pharmacy for many years, SL that also fulfills IPPE requirements is newer. This paper seeks to promote the use of combined SL/IPPE experiences. It provides an example where students volunteered at federally qualified health centers and also reviews the ACPE Standards related to SL. Schools/colleges of pharmacy are encouraged to design mechanisms for students to participate in combined SL/IPPE experiences as part of their IPPE requirements
Providing Health Care Service-learning Experiences for IPPE Credit
Service-learning (SL) provides an opportunity for students to learn personal and professional skills while providing a useful service to the community. Many pharmacy education programs use SL within their curriculum because of the benefits to the community, the faculty, the learning institution and the student(s). While SL has been used in schools/colleges of pharmacy for many years, SL that also fulfills IPPE requirements is newer. This paper seeks to promote the use of combined SL/IPPE experiences. It provides an example where students volunteered at federally qualified health centers and also reviews the ACPE Standards related to SL. Schools/colleges of pharmacy are encouraged to design mechanisms for students to participate in combined SL/IPPE experiences as part of their IPPE requirements