Interprofessional objective structured teaching exercise (iOSTE) to train preceptors
Interprofessional education (IPE) is important in the education of all health care students, yet limited IPE training has been provided to preceptors who train these students in the clinical setting. Simulation using the standardized student model has been used to train health care preceptors in med...
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| Veröffentlicht in: | Currents in pharmacy teaching and learning 2017-07, Vol.9 (4), p.605-615 |
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| container_title | Currents in pharmacy teaching and learning |
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| creator | McCutcheon, Livia R.M. Whitcomb, Kathryn Cox, Craig D. Klein, Mary S. Burley, Hansel Youngblood, Terrance Raehl, Cynthia |
| description | Interprofessional education (IPE) is important in the education of all health care students, yet limited IPE training has been provided to preceptors who train these students in the clinical setting. Simulation using the standardized student model has been used to train health care preceptors in medicine. To our knowledge, there are no reports utilizing interprofessional objective structured teaching exercises (iOSTE) to train pharmacy preceptors. The primary objectives of this pilot study were to evaluate the effects of iOSTE on the pharmacy preceptors’ perceived importance of the Interprofessional Education Collaborative (IPEC) core competencies and confidence in precepting interprofessional students. Additionally, data were collected regarding pharmacy preceptors' prior experiences in simulation and debriefing.
Preceptors (n=23) participated in an iOSTE and debriefed with trained standardized nursing and pharmacy students caring for a trained standardized asthma patient.
Pre- versus post-iOSTE survey data showed statistically significant improvements in all self-confidence related items, including the following abilities: precept students from different disciplines (p=0.004), facilitate a simulation activity (p=0.001), conduct the debriefing process (p |
| doi_str_mv | 10.1016/j.cptl.2017.03.023 |
| format | Article |
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Preceptors (n=23) participated in an iOSTE and debriefed with trained standardized nursing and pharmacy students caring for a trained standardized asthma patient.
Pre- versus post-iOSTE survey data showed statistically significant improvements in all self-confidence related items, including the following abilities: precept students from different disciplines (p=0.004), facilitate a simulation activity (p=0.001), conduct the debriefing process (p<0.001), and discuss with students the IPE core competencies (p=0.001). Additionally, responses to post-iOSTE survey questions assessing the learning activity showed high ratings (median=5, interquartile range=4 to 5). Pharmacy preceptors increased their teaching ability and confidence level in communicating with students from other health care professions.
These findings indicate that iOSTE is a useful and well-received method for preceptor development.</description><identifier>ISSN: 1877-1297</identifier><identifier>EISSN: 1877-1300</identifier><identifier>DOI: 10.1016/j.cptl.2017.03.023</identifier><identifier>PMID: 29233433</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Debriefing ; Interprofessional education ; Objective structured teaching examination ; Objective structured teaching exercise ; Preceptor development ; Simulation</subject><ispartof>Currents in pharmacy teaching and learning, 2017-07, Vol.9 (4), p.605-615</ispartof><rights>2017 Elsevier Inc.</rights><rights>Copyright © 2017 Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c356t-8ed24507afc7c29067d3091e8a0391b55bed27f9916c191ee36b44325afbe5543</citedby><cites>FETCH-LOGICAL-c356t-8ed24507afc7c29067d3091e8a0391b55bed27f9916c191ee36b44325afbe5543</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.cptl.2017.03.023$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,777,781,3537,27905,27906,45976</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29233433$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>McCutcheon, Livia R.M.</creatorcontrib><creatorcontrib>Whitcomb, Kathryn</creatorcontrib><creatorcontrib>Cox, Craig D.</creatorcontrib><creatorcontrib>Klein, Mary S.</creatorcontrib><creatorcontrib>Burley, Hansel</creatorcontrib><creatorcontrib>Youngblood, Terrance</creatorcontrib><creatorcontrib>Raehl, Cynthia</creatorcontrib><title>Interprofessional objective structured teaching exercise (iOSTE) to train preceptors</title><title>Currents in pharmacy teaching and learning</title><addtitle>Curr Pharm Teach Learn</addtitle><description>Interprofessional education (IPE) is important in the education of all health care students, yet limited IPE training has been provided to preceptors who train these students in the clinical setting. Simulation using the standardized student model has been used to train health care preceptors in medicine. To our knowledge, there are no reports utilizing interprofessional objective structured teaching exercises (iOSTE) to train pharmacy preceptors. The primary objectives of this pilot study were to evaluate the effects of iOSTE on the pharmacy preceptors’ perceived importance of the Interprofessional Education Collaborative (IPEC) core competencies and confidence in precepting interprofessional students. Additionally, data were collected regarding pharmacy preceptors' prior experiences in simulation and debriefing.
Preceptors (n=23) participated in an iOSTE and debriefed with trained standardized nursing and pharmacy students caring for a trained standardized asthma patient.
Pre- versus post-iOSTE survey data showed statistically significant improvements in all self-confidence related items, including the following abilities: precept students from different disciplines (p=0.004), facilitate a simulation activity (p=0.001), conduct the debriefing process (p<0.001), and discuss with students the IPE core competencies (p=0.001). Additionally, responses to post-iOSTE survey questions assessing the learning activity showed high ratings (median=5, interquartile range=4 to 5). Pharmacy preceptors increased their teaching ability and confidence level in communicating with students from other health care professions.
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Preceptors (n=23) participated in an iOSTE and debriefed with trained standardized nursing and pharmacy students caring for a trained standardized asthma patient.
Pre- versus post-iOSTE survey data showed statistically significant improvements in all self-confidence related items, including the following abilities: precept students from different disciplines (p=0.004), facilitate a simulation activity (p=0.001), conduct the debriefing process (p<0.001), and discuss with students the IPE core competencies (p=0.001). Additionally, responses to post-iOSTE survey questions assessing the learning activity showed high ratings (median=5, interquartile range=4 to 5). Pharmacy preceptors increased their teaching ability and confidence level in communicating with students from other health care professions.
These findings indicate that iOSTE is a useful and well-received method for preceptor development.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>29233433</pmid><doi>10.1016/j.cptl.2017.03.023</doi><tpages>11</tpages></addata></record> |
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| identifier | ISSN: 1877-1297 |
| ispartof | Currents in pharmacy teaching and learning, 2017-07, Vol.9 (4), p.605-615 |
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| language | eng |
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| source | Elsevier ScienceDirect Journals |
| subjects | Debriefing Interprofessional education Objective structured teaching examination Objective structured teaching exercise Preceptor development Simulation |
| title | Interprofessional objective structured teaching exercise (iOSTE) to train preceptors |
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