Implementation of a distance‐based clinical capstone course to improve practice‐related confidence and experiential readiness in global Pharm.D. candidates

Abstract

AbstractIntroductionClinical capstone courses may improve skill sets across health care education. Effective implementation of a distance‐based clinical capstone course for practicing pharmacists across the globe has not been described.ObjectivesTo evaluate whether a distance‐based clinical capstone course improves student confidence in key domains related to success on experiential rotations.MethodsThis was an educational cohort study with surveys at baseline, throughout the course, and after completion of advanced pharmacy practice experiences (APPEs). The distance‐based clinical capstone incorporated longitudinal case discussions, standardized patient interviews, drug information questions, increasingly complex case scenarios, and student‐driven learning. The primary outcome was the improvement in student confidence in critical thinking, evaluation and application of literature, clinical decision‐making, problem‐solving, and preparedness for APPEs. Student surveys (Likert scale) were conducted at baseline, midpoint, and course completion for the primary outcome. Key secondary outcomes included academic performance on student‐driven cases and performance compared with the face‐to‐face capstone course.ResultsAcross 2 years, the course enrolled 46 students from 14 countries with a mean practice experience of 17 years. Compared with baseline, both midpoint and postcourse surveys revealed significant (P < .05) improvements in confidence regarding critical thinking, evaluation and application of literature, clinical decision‐making, problem‐solving, and preparedness for APPEs, which were maintained after completion of at least one APPE. Academic performance on student‐driven cases was not significantly different from faculty‐facilitated cases (88.6% vs 89.6%; P = .14) and overall performance was not significantly different between face‐to‐face and online iterations of the course (87% vs 88%; P = .52).ConclusionsImplementation of a distance‐based clinical capstone course was effective in improving perceived student confidence in domains related to preparedness for experiential rotations and clinical practice.