在高级药学实践经验（APPE）准备课程中，基于能力的技能评估对学生表现、压力和准备的影响。

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-05-01 DOI:10.1016/j.ajpe.2025.101401

Sarah Leupold, Kristy Jackson, Junan Li, David E. Matthews

{"title":"在高级药学实践经验（APPE）准备课程中，基于能力的技能评估对学生表现、压力和准备的影响。","authors":"Sarah Leupold, Kristy Jackson, Junan Li, David E. Matthews","doi":"10.1016/j.ajpe.2025.101401","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>To determine the impact of competency-based sessions within a Doctor of Pharmacy curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Methods</h3><div>In the spring of 2023, an educational intervention was implemented for third professional year students at the Ohio State University College of Pharmacy. Students had the opportunity to demonstrate competency through 4 skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience readiness course. The difference in the average number of stations with satisfactory performance on the final OSCE was compared between cohorts before and after the intervention. For the postintervention cohort, student perceptions of stress and preparedness were assessed through course survey data.</div></div><div><h3>Results</h3><div>The study analyzed the results of 127 students in the preintervention cohort and 118 students in the postintervention cohort. Following the educational intervention, there was a nonstatistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] 3.31 [0.78] vs 3.12 [0.94]). Three of the 4 stations showed similar or improved performance between cohorts, while 1 showed a decrease in performance. Most respondents reported an increase in perceived preparedness (<em>n</em> = 77, 93.9%) and a decrease in stress (<em>n</em> = 66, 80.5%).</div></div><div><h3>Conclusion</h3><div>Despite a nonsignificant decrease in the average number of final OSCE stations with satisfactory performance, students in the postintervention cohort performed similarly on 3 of the 4 stations and felt less stressed and more prepared.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101401"},"PeriodicalIF":3.8000,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of Competency-Based Skills Assessments on Student Performance, Stress, and Preparedness in an Advanced Pharmacy Practice Experience (APPE) Readiness Course\",\"authors\":\"Sarah Leupold, Kristy Jackson, Junan Li, David E. Matthews\",\"doi\":\"10.1016/j.ajpe.2025.101401\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objective</h3><div>To determine the impact of competency-based sessions within a Doctor of Pharmacy curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Methods</h3><div>In the spring of 2023, an educational intervention was implemented for third professional year students at the Ohio State University College of Pharmacy. Students had the opportunity to demonstrate competency through 4 skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience readiness course. The difference in the average number of stations with satisfactory performance on the final OSCE was compared between cohorts before and after the intervention. For the postintervention cohort, student perceptions of stress and preparedness were assessed through course survey data.</div></div><div><h3>Results</h3><div>The study analyzed the results of 127 students in the preintervention cohort and 118 students in the postintervention cohort. Following the educational intervention, there was a nonstatistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] 3.31 [0.78] vs 3.12 [0.94]). Three of the 4 stations showed similar or improved performance between cohorts, while 1 showed a decrease in performance. Most respondents reported an increase in perceived preparedness (<em>n</em> = 77, 93.9%) and a decrease in stress (<em>n</em> = 66, 80.5%).</div></div><div><h3>Conclusion</h3><div>Despite a nonsignificant decrease in the average number of final OSCE stations with satisfactory performance, students in the postintervention cohort performed similarly on 3 of the 4 stations and felt less stressed and more prepared.</div></div>\",\"PeriodicalId\":55530,\"journal\":{\"name\":\"American Journal of Pharmaceutical Education\",\"volume\":\"89 5\",\"pages\":\"Article 101401\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2025-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Pharmaceutical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0002945925000464\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0002945925000464","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

摘要

目的：通过比较学生在客观结构化临床检查（OSCE）期间的表现和对压力的感知以及准备情况，确定在药学博士（PharmD）课程中以能力为基础的课程的影响。方法：于2023年春季对俄亥俄州立大学药学院三年级（P3）学生实施教育干预。在高级药学实践经验（APPE）准备课程的最终OSCE之前，学生有机会通过四个基于技能的初步课程来展示能力。在干预前后的队列之间比较了最终表现令人满意的欧安组织平均站数的差异。对于干预后队列，通过课程调查数据评估学生对压力水平和准备程度的感知。结果：本研究分析了干预前队列127名学生和干预后队列118名学生的结果。教育干预后，最终表现满意的欧安组织监测站平均数量减少，无统计学意义（mean [SD]为3.31）。78] vs . 3.12[.94])。四个站点中的三个站点在队列中表现出相似或改善的表现，而一个站点表现出下降的表现。大多数调查对象注意到感知准备的增加（n = 77,93.9%）和压力的减少（n = 66,80.5%）。结论：尽管最终表现令人满意的OSCE站点的平均数量没有显著减少，但干预后队列的学生在四个站点中的三个站点上的表现相似，并且感到压力更小，准备更充分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Impact of Competency-Based Skills Assessments on Student Performance, Stress, and Preparedness in an Advanced Pharmacy Practice Experience (APPE) Readiness Course

Objective

To determine the impact of competency-based sessions within a Doctor of Pharmacy curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).

Methods

In the spring of 2023, an educational intervention was implemented for third professional year students at the Ohio State University College of Pharmacy. Students had the opportunity to demonstrate competency through 4 skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience readiness course. The difference in the average number of stations with satisfactory performance on the final OSCE was compared between cohorts before and after the intervention. For the postintervention cohort, student perceptions of stress and preparedness were assessed through course survey data.

Results

The study analyzed the results of 127 students in the preintervention cohort and 118 students in the postintervention cohort. Following the educational intervention, there was a nonstatistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] 3.31 [0.78] vs 3.12 [0.94]). Three of the 4 stations showed similar or improved performance between cohorts, while 1 showed a decrease in performance. Most respondents reported an increase in perceived preparedness (n = 77, 93.9%) and a decrease in stress (n = 66, 80.5%).

Conclusion

Despite a nonsignificant decrease in the average number of final OSCE stations with satisfactory performance, students in the postintervention cohort performed similarly on 3 of the 4 stations and felt less stressed and more prepared.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.