Introduction

The purpose of this study was to evaluate self-perceived critical moments that were transformative to learning in students who participated in an international advanced pharmacy practice experience (APPE).

Methods

Twenty-two pharmacy students from Purdue University College of Pharmacy, the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, and the University of North Carolina Eshelman School of Pharmacy who went on an international APPE participated in a one-hour focus group evaluating self-perceived critical moments that impacted their learning. Focus groups were coded using a conventional content analysis approach and went through a two-cycle open coding process to identify major themes according to country income classification.

Results

Twenty-two students participated in the focus groups with 18% going to a high-income country (HIC) and 82% going to a low-to-middle income country (LMIC) location. Major themes identified within HIC locations included witnessing an innovative patient care technique and experiencing interprofessional healthcare team dynamics. Major themes identified within LMIC locations included engaging in a sensitive patient interaction, experiencing healthcare system barriers, going out of their comfort zone, and making a difference.

Conclusions

International APPEs in both HIC and LMICs provided students with disorienting experiences that facilitated transformative learning and led to changes in their perspectives on patient care and pharmacy practice. While critical moments were different across country income locations, both provided valuable experiences that could be translated into local context.

中文翻译：

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学生学习国际先进药学实践经验的关键时刻

介绍

本研究的目的是评估参与国际先进药学实践经验 (APPE) 的学生的自我感知关键时刻，这些时刻对学习具有变革性。

方法

来自普渡大学药学院、科罗拉多大学斯卡格斯药学院和北卡罗来纳大学埃谢尔曼药学院的 22 名参加国际 APPE 的药学院学生参加了一个一小时的焦点小组评估自我-感知到影响他们学习的关键时刻。焦点小组使用传统的内容分析方法进行编码，并通过两个周期的开放编码过程，根据国家收入分类确定主要主题。

结果

22 名学生参加了焦点小组，其中 18% 前往高收入国家 (HIC)，82% 前往中低收入国家 (LMIC)。在 HIC 地点确定的主要主题包括见证创新的患者护理技术和体验跨专业的医疗团队动态。在 LMIC 地区确定的主要主题包括参与敏感的患者互动、体验医疗保健系统的障碍、走出他们的舒适区以及有所作为。

结论

HIC 和 LMIC 的国际 APPE 为学生提供了迷失方向的体验，促进了变革性学习，并导致他们对患者护理和药学实践的看法发生了变化。尽管不同国家/地区的收入地点的关键时刻有所不同，但两者都提供了可以转化为当地情况的宝贵经验。