Multisite survey of pharmacy student perspectives of the layered learning model and ability to participate in core entrustable professional activities during advanced pharmacy practice experiences

Abstract

Introduction

The layered learning practice model (LLPM) teaching strategy helps maximize the pharmacy team and accommodate more learners. This study aims to measure students' perspectives of the LLPM and assess if students perceived they were more able to participate in the American Association of Colleges of Pharmacy (AACP) 2016 Core Entrustable Professional Activities (EPAs) during rotations utilizing the LLPM. A secondary objective was to assess student's perceived individual and collaboration skills before and after LLPM and non-LLPM rotations.

Methods

Fourth-year pharmacy students at two Midwest pharmacy schools were retrospectively surveyed on their most recent advanced pharmacy practice experience (APPE). Students were asked to rate their self-assessed ability to participate in the AACP EPAs using a standard Likert scale. Students also completed a modified Student Stereotypes Rating Questionnaire (SSRQ) to assess individual and collaborative skill levels and noted strengths and weaknesses of the rotation structure.

Results

Of the 114 students that completed the survey, 66 reported having layered learning rotations. The mean rating for each subscale and skill levels was higher in students completing a layered learning rotation. The statistical analysis showed that completing a layered learning rotation (versus a non-layered learning rotation) had a small effect on students' ability to participate in three of the five subscales, a small to medium effect on one subscale, a large effect on the patient care provider subscale, and a small effect on students' SSRQ scores. Benefits of the LLPM included multiple individuals to ask questions of and the variety of teaching styles, weaknesses included unclear reporting structures.

Conclusions

Rotations utilizing the LLPM had a limited impact on students' self-assessed ability to participate in Core EPAs. Students' individual and collaborative skills increased regardless of rotation practice model type. Future studies should add an objective measure of student ability to perform EPAs.