PubMed · 5770306
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N M Dmitrieva, I S Chekman. [Programmed control of students knowledge].. https://pubmed.ncbi.nlm.nih.gov/5770306/
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INTRODUCTION/OBJECTIVES: Competency-Based Pharmacy Education (CBPE) is a strategic priority for preparing graduates to meet evolving healthcare needs. However, efforts to implement CBPE can stall due to behavioral challenges among faculty, administrators, preceptors, and learners. This study aimed to apply Stage 1 of the Behavior Change Wheel (BCW) to identify stakeholder-specific behaviors and associated determinants needed to implement the five core components of CBPE. METHODS: A multi-method approach grounded in the BCW, the Capability, Opportunity, Motivation - Behavior (COM-B) model, and the Theoretical Domains Framework (TDF) was used. Data were gathered through (1) targeted literature review; (2) structured focus groups with competency-based education experts and pharmacy education stakeholders; and (3) an iterative consensus process. Behaviors were mapped to the five CBPE components: (1) defined competencies, (2) developmental progression, (3) tailored instruction, (4) authentic experiential learning, and (5) programmatic assessment, and then mapped to COM-B and TDF constructs. RESULTS: Over fifty stakeholder-specific behaviors were identified and specified across the CBPE framework. This revealed shared barriers such as limited instructional design knowledge (psychological capability), insufficient assessment of infrastructure (physical opportunity), and misaligned professional identity (reflective motivation). Key TDF domains included knowledge, environmental context, beliefs about capabilities, and professional roles. The behavioral problem statements, specifications, and determinants were identified to support future intervention planning. CONCLUSION: This Stage 1 analysis provides a behaviorally grounded foundation for CBPE implementation by identifying stakeholder behaviors and conditions that enable change. These findings will inform the development of readiness-to-change assessments and targeted interventions (BCW Stages 2 and 3), supporting scalable and sustainable CBPE transformation in pharmacy education.
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The development of a theory-based method of estimating the impact of pharmacy clerkship students on clerkship sites is described. A job-analysis approach was used to estimate the impact of pharmacy clerkship activities on the clerkship sites. Two models--an employee model and a nonemployee model--of the student-preceptor relationship were used to evaluate clerkship student activities. Pairs of clerkship students and their preceptors were interviewed about student activities and supervision. Activities were assigned three-digit codes expressing (1) the level of preceptor supervision required, (2) the necessity of the activity to the functioning of the site, and (3) the complexity and amount of patient contact involved. The fit of each activity to the models was determined, and the impact of the clerkship students on a composite clerkship site was estimated. Twelve pairs of clerkship students and preceptors were interviewed. Degree of required supervision was the primary determinant in assigning an activity to a model. Student activities that fit the employee model were determined to have the greatest potential for having a positive or negative impact on the clerkship site. Performance of nonemployee-model activities could represent a net loss to the site because of the demand on preceptors' time. A method of categorizing and evaluating the value of specific student activities at pharmacy clerkship sites was useful in estimating student impact on the productivity of the site.