Abstract：
OBJECTIVE: Transitioning from the didactic to experiential setting is challenging for student pharmacists, perhaps due to lack of experiences providing \"real-time\" clinician interaction. We describe findings from a semester-long infectious diseases (ID) didactic elective that utilized a national cohort of preceptors and faculty across the United States to mimic clinician interaction and \"real-time\" ID management of various disease states. The mechanics of this elective provide a framework for others to implement to enhance advanced pharmacy practice experience (APPE) readiness.
METHODS: Students enrolled in an ID elective course at a school of pharmacy participated in \"real-time\" acute care scenarios. They assisted in multidisciplinary management of a patient\'s infection, mimicking \"rounds\" on an APPE, via interaction with external pharmacist volunteers (playing the roles of other healthcare personnel). Additionally, students formally presented and discussed their cases within the class, further promoting learning while optimizing presentation skills. Pharmacist volunteers were surveyed to assess student performances as measured by four entrustable professional activities (EPAs).
RESULTS: A total of 48 volunteer opportunities occurred during two course offerings. Results from 43 surveys were analyzed (90% response rate). Of those responses, 22/24 (92%) played the role of attending physician, and 19/24 (79%) played the role of technician. Volunteers agreed that students met the four EPAs evaluated (agreement was 85-100%).
CONCLUSIONS: This semester-long elective provided \"real-time\" experience and feedback for pre-APPE students to enhance APPE readiness and reinforce EPAs. Students are likely to benefit from mimicked intra-professional interaction and augmented critical thinking skills that could be adapted to various disease states within pharmacy curricula.
METHODS: Students enrolled in an ID elective course at a school of pharmacy participated in \"real-time\" acute care scenarios. They assisted in multidisciplinary management of a patient\'s infection, mimicking \"rounds\" on an APPE, via interaction with external pharmacist volunteers (playing the roles of other healthcare personnel). Additionally, students formally presented and discussed their cases within the class, further promoting learning while optimizing presentation skills. Pharmacist volunteers were surveyed to assess student performances as measured by four entrustable professional activities (EPAs).
RESULTS: A total of 48 volunteer opportunities occurred during two course offerings. Results from 43 surveys were analyzed (90% response rate). Of those responses, 22/24 (92%) played the role of attending physician, and 19/24 (79%) played the role of technician. Volunteers agreed that students met the four EPAs evaluated (agreement was 85-100%).
CONCLUSIONS: This semester-long elective provided \"real-time\" experience and feedback for pre-APPE students to enhance APPE readiness and reinforce EPAs. Students are likely to benefit from mimicked intra-professional interaction and augmented critical thinking skills that could be adapted to various disease states within pharmacy curricula.
摘要：
目的：对于学生药剂师来说，从说教到体验式的转变具有挑战性，也许是由于缺乏提供“实时”临床医生互动的经验。我们描述了为期一个学期的传染病（ID）教学选修课程的发现，该选修课程利用了美国全国的受体和教职员工队列来模仿临床医生的互动和各种疾病状态的“实时”ID管理。该选修课程的机制为其他人提供了一个框架，以实施以增强高级药学实践经验（APPE）准备。
方法：在药学院参加ID选修课程的学生参加了“实时”急性护理方案。他们协助患者的感染的多学科管理，模仿APPE上的“回合”，通过与外部药剂师志愿者的互动(扮演其他医护人员的角色)。此外,学生在课堂上正式介绍和讨论他们的案例，进一步促进学习，同时优化演示技巧。对药剂师志愿者进行了调查，以评估通过四个委托专业活动（EPA）衡量的学生表现。
结果：在两门课程中总共有48个志愿者机会。分析了43项调查的结果（90％的应答率）。在这些回应中，22/24（92%）扮演主治医师的角色，19/24（79％）扮演了技术人员的角色。志愿者同意学生符合评估的四个EPA（同意为85-100％）。
结论：这个学期的选修课程为APPE前的学生提供了“实时”经验和反馈，以提高APPE准备程度并加强EPA。学生可能会从模仿的专业内互动和增强的批判性思维技能中受益，这些技能可以适应药房课程中的各种疾病状态。
方法：在药学院参加ID选修课程的学生参加了“实时”急性护理方案。他们协助患者的感染的多学科管理，模仿APPE上的“回合”，通过与外部药剂师志愿者的互动(扮演其他医护人员的角色)。此外,学生在课堂上正式介绍和讨论他们的案例，进一步促进学习，同时优化演示技巧。对药剂师志愿者进行了调查，以评估通过四个委托专业活动（EPA）衡量的学生表现。
结果：在两门课程中总共有48个志愿者机会。分析了43项调查的结果（90％的应答率）。在这些回应中，22/24（92%）扮演主治医师的角色，19/24（79％）扮演了技术人员的角色。志愿者同意学生符合评估的四个EPA（同意为85-100％）。
结论：这个学期的选修课程为APPE前的学生提供了“实时”经验和反馈，以提高APPE准备程度并加强EPA。学生可能会从模仿的专业内互动和增强的批判性思维技能中受益，这些技能可以适应药房课程中的各种疾病状态。
