American journal of pharmaceutical education · 2025
Course Development and Integration of a Skills-Based Assessment for an Elective Palliative Care Course.
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Lowry Maria Felton, Pruskowski Jennifer, Claxton Rene, Berenbrok Lucas A
Аннотация
OBJECTIVE: To develop and pilot a novel palliative care elective course and assess its impact on third professional year (P3) student pharmacists' attitudes and skills in palliative care using skills-based assessment methods and course evaluations.
METHODS: Faculty from the University of Pittsburgh School of Pharmacy implemented a semester-long (15-week) elective course in palliative care delivered by an interdisciplinary team of palliative care clinicians. Students were evaluated through pre and poststandardized patient assessments, and the Wilcoxon signed-rank test was used to compare pre and postassessment scores. Students completed postcourse evaluations, and content was analyzed to transform student-perceived learning takeaways into themes.
RESULTS: Twenty-two students participated in the course across the years 2023 and 2024. Pre and postassessment data from a standardized patient activity showed improvement in student palliative care skills, including patient assessment, formulating pharmacologic recommendations, verbal communication, and written documentation of recommendations after participating in the elective course. Seven themes were identified through content analysis of student evaluations, which encompassed knowledge gained in areas of both generalist and specialist palliative care.
CONCLUSION: Integrating skills-based assessment was an objective way to assess the impact of our palliative care elective course on student pharmacist skill development. The course improved student attitudes and skills in palliative care, as evidenced by course evaluations and skills-based assessments.
METHODS: Faculty from the University of Pittsburgh School of Pharmacy implemented a semester-long (15-week) elective course in palliative care delivered by an interdisciplinary team of palliative care clinicians. Students were evaluated through pre and poststandardized patient assessments, and the Wilcoxon signed-rank test was used to compare pre and postassessment scores. Students completed postcourse evaluations, and content was analyzed to transform student-perceived learning takeaways into themes.
RESULTS: Twenty-two students participated in the course across the years 2023 and 2024. Pre and postassessment data from a standardized patient activity showed improvement in student palliative care skills, including patient assessment, formulating pharmacologic recommendations, verbal communication, and written documentation of recommendations after participating in the elective course. Seven themes were identified through content analysis of student evaluations, which encompassed knowledge gained in areas of both generalist and specialist palliative care.
CONCLUSION: Integrating skills-based assessment was an objective way to assess the impact of our palliative care elective course on student pharmacist skill development. The course improved student attitudes and skills in palliative care, as evidenced by course evaluations and skills-based assessments.