Nagina Khan, Walther van Mook, Subodh Dave, Sohyun Ha, Joshua Sagisi, Nicole Davi, Chantel Aftab, Sucheta Tiwari, Marie Hickman, Wolfgang Gilliar
Learners' Perspectives of Professionalism: Protocol for a Mixed Methods Systematic Review
JMIR research protocols
individualized assessment students skillsbased courses essential practice readiness however recruiting evaluators challenging school pharmacy offers teaching certificate program postgraduate year one pharmacy residents pgy1 residents pgy1s requires completion teaching experience longitudinal layered learning assessment experience lllae designed meet instructional needs individualized assessment firstyear pharmacy students communication skills provide meaningful teaching opportunity pgy1s manuscript describes implementation evaluates impact lllae pgy1s invited participate yearlong lllae faculty developed pgy1s skills training sessions direct observation debrief sessions pgy1s evaluated students provided feedback using predefined criteria 3 summative assessments capstones capstones common pharmacy practice scenarios students interact actor serving standardized patient provider pgy1s completed endofyear survey selfrate improvement evaluating students providing feedback confidence twentytwo pgy1s participated lllae 2 years evaluated 732 total capstone interactions endofyear survey completed 20 pgy1s 909 response rate respondents indicated improvement skills evaluate students ability provide feedback confidence scores 4 5 scale 1 5 across measures key contributors fostering improvement training debrief sessions faculty feedback predefined criteria multiple practice opportunities novel layered learning approach winwin faculty pgy1s approach improved feasibility faculty continue individualized student assessment mentoring early career pharmacists pgy1s gained opportunity contribute student growth learn experienced faculty develop skills practice additionally students benefited individualized feedback